the languages 5 to 12 template - british columbia...6 languages 5 to 12 template development package...

The Languages 5 to 12Template

Ministry of Education

Development Package

Copyright © Ministry of Education, Province of British Columbia.

Revised 2003

Copyright Notice

Permission to copy and use this print publication in part, or in its entirety, for non-profit educational purposes within British

Columbia and the Yukon, is granted to teachers, administrators, employees of school boards, organizations who are members of

the Education Advisory Council, and members of School Planning Councils providing direct or indirect educational programs to

entitled students as identified by the School Act or the Independent School Act (or by applicable legislation in the Yukon).

ILanguages 5 to 12 Template Development Package

Table of Contents

ABOUT THIS DEVELOPMENT PACKAGE ................................................................... III

SECTION 1: GETTING STARTED ................................................................................... 3

SECTION 2: USING THE LANGUAGES TEMPLATE

Step 1: Determine Technical Requirements ......................................................................... 12

Step 2: Read the Languages Template ................................................................................. 14

Step 3: Develop a Rationale ................................................................................................ 18

Step 4: Discuss Your Approach to Language Education ..................................................... 20

Step 5: Develop the Curriculum Section ............................................................................. 22

Step 6: Complete the IRP .................................................................................................... 34

SECTION 3: THE LANGUAGES TEMPLATE

Please read Sections 1 and 2 to familiarize yourself with the development procedures for asecond-language IRP before you proceed. This will save you time and effort and help preventcostly mistakes.

II Languages 5 to 12 Template Development Package

IIILanguages 5 to 12 Template Development Package

About This Development Package

he Languages 5 to 12 Template Development Package isprovided by the Ministry of Education to assist school districtsand communities in developing second-language programs.

It guides developers through the process of producing an IntegratedResource Package (IRP). An IRP is a document that provides informationschools and teachers need in order to implement a particular curriculum,such as a second-language program.

The Languages Template explains how to create an IRP for anysecond language for which there is local interest. Depending on districtrequirements and objectives, the resulting IRP may be used to definea second-language program that will serve as a locally developedoption only or, with provincial approval, as a means of satisfying theprovincial second-language requirements.

This package consists of three sections:

• Getting Started (pdf format)• Using the Languages Template (pdf format)• The Languages Template (pdf, Microsoft Word 2001,

and PageMaker 6.5 format)

Section 1: Getting Started

This section describes the policies and procedures you need to know ifyou are thinking of developing a second-language curriculum for use inBC schools.

Section 2: Using the Languages Template

This section describes the essential features of a second-language IRP,explains how to use the Languages Template to develop a new second-language curriculum, and defines what is expected in locally developedprograms that will be submitted for provincial approval.

This section also provides information on how to use the LanguagesTemplate electronic files and how to obtain them.

Section 3: The Languages Template

The Languages Template is a model to follow when developing a second-language IRP, including prescribed learning outcomes for each grade.Many parts of the template will be generic to every second-languagecurriculum; other parts may be modified to suit the unique nature anddistinctive features of the target language.*

In addition to a downloadable pdf version on the ministry web site, thetemplate is available as electronic files that you can alter to fit your needs.There is no copyright restriction for use in whole or in part.

*Note: In this document, the phrase target language refers to the languagebeing taught.

The LanguagesTemplate can help you

develop a second-language program for

your school district.

T

Taking the timeto familiarize yourselfwith the development

procedures for asecond-language IRP

will save time andeffort and helpprevent costly

mistakes.

1Languages 5 to 12 Template Development Package

Section

1GettingStarted

2 Languages 5 to 12 Template Development Package


Section I: Getting Started

D istricts and developers need to be aware of important policiesand procedures when considering setting up a second-languageprogram. This section briefly summarizes the key points. For

more information, contact the Content Standards Branch of the Ministryof Education.

Language Education in British Columbia

An important objective of the Language Education Policy of theMinistry of Education is to provide opportunities for students tolearn second languages that are significant within their communities.Learning another language and studying its culture enhances students’understanding of their own language and culture. Such knowledge andunderstanding gives students greater choice and opportunity when theymake career and life plans. Study of diverse languages and cultures alsoassists students to understand and benefit from multicultural linkswithin Canada and throughout the world.

To achieve the objective of the Language Education Policy, theMinister of Education has included within the “Required Areas ofStudy,” in the Educational Program Order, a requirement that schoolboards offer a second language in grades 5 to 8 to all students exceptthose exempted in the order. While the Program Order requires studentsto study a second language only in grades 5 to 8, school districts usuallyalso offer second-language study in grades 9 to 12. The opportunity foradvanced study of one or more second languages is necessary for manystudents who will continue their education or training in colleges,universities, or post-secondary institutions, or in workplace situationsthat require understanding of a second language.

The Government of British Columbia recognizes that all students,particularly those of Aboriginal ancestry, should have the opportunity tolearn an Aboriginal language whenever possible and should do so withthe support of the Aboriginal community.

District Decisions for Second-Language Programs

School boards are responsible for choosing which second languageswill be offered by the schools in their districts. Provincial IntegratedResource Packages (IRPs), grades 5 to 12, are available for AmericanSign Language, French, German, Japanese, Mandarin Chinese, Punjabi,and Spanish. School boards are encouraged to develop additionalsecond-language curricula that meet the needs of their communities.

Your school board may request that a locally developed second-language curriculum be approved as provincial curriculum. In order fora locally developed curriculum to fulfill the provincial second-language

Second-languageeducation should reflect

community needs.


requirement, the curriculum must be presented in IRP format and beapproved by the ministry.

The Development Process

Your school board plays a major role in the development of a second-language curriculum. The board is responsible for:

• assessing the need for instruction of the target language• making a decision about approving a request to develop a second-

language program• notifying the Ministry of Education by letter of the intent to proceed• establishing the local terms of reference and the process for

developing a second-language program• deciding whether the curriculum will be a local option only or will

seek provincial approval• establishing the development team to develop the curriculum• supporting the work of the development team

In order to qualify for provincial approval, an IRP must definecurriculum for grades 5 to 12, as well as Introductory Grade 11—acourse for students who have not studied the target language in grades5 to 10.

The overview diagram on the next page shows how the process worksfor curricula seeking provincial approval.

Establishedprocedures must

be followed in orderto obtain provincial

approval.



1. Assessment of Need

Each community has unique needs in the area of second-languageeducation. It is the responsibility of the local school board to assessthose needs. Suggestions for a new second-language program maycome from one or more sources, including parents, teachers, communitygroups, or the board itself. When considering whether to develop a newsecond-language program, the board must take into account factors suchas the number of students who will take the course, which schools willoffer it, how many qualified teachers are available, and what learningresources are available.

Development Overview

Assessment of Need

School BoardInitiates Development

Development Team Established

Draft IRP Developed

Draft IRP Approved by Board

Ministry’s ContentStandards Branch Notified

Possible Consultationand Revision

Ministry Review and Response

1

2

3

4

5

2a

7

6



2. School Board Decides to Initiate Development

If a particular language appears to meet the educational needs ofthe community, the school board initiates the development.

2a. Ministry’s Content Standards Branch Notified by School Board

Once the school board decides to develop a second-languagecurriculum, it must notify the Content Standards Branch of the Ministryof Education by sending in writing a letter of intent. Information aboutwhat to include in your letter of intent is listed below.

Components of Your Letter of Intent

This letter is to notify the Ministry of Education, Content StandardsBranch, of the intent by (insert name of School Board, LanguageAuthority, or Band School) to develop a [Target Language] IntegratedResource Package (IRP) for grades 5 to 12 for approval by the Ministerof Education.

(Insert a brief rationale for undertaking the development, as well asapproximate timelines for the project.)

(Insert the name of the principal project contact person and pertinentcontact information if known at this time.)

The branch will help districts by sharing information about second-language IRPs in progress.

3. Development Team Established by School Board

It takes a range of skills to develop a second-language IRP. Thedevelopment team should include:

• teachers and other educators with experience in teaching anddeveloping second-language programs

• resource people from the community who understand and speak thetarget language and can support the development process by sharingtheir knowledge of the language and culture

• writers who are able to clearly present the ideas of the developmentteam in the format and language required by an IRP

• personnel who have an understanding of technologies used to record,gather, and present information in the required IRP format



4. Development of Draft IRP

The “Using the Languages Template” section of this document guidesdevelopers through the process of producing an IRP for the targetlanguage.

5. Draft IRP Approved by Board

Local approval is an important step in the process. Consultations andrevisions may be required in order to ensure that the curriculum meetsboard requirements and community needs.

6. Draft IRP Submitted to Ministry for Provincial Approval

When considering approval of the Draft IRP, the ministry will look for:

• evidence of community support• compliance with the requirements outlined in the Languages

Template• compliance with ministry policy, such as avoidance of religious

dogma or creed

If the development team has made significant changes to the wording orplacement of any of the organizers or learning outcomes recommendedin the Languages Template, the changes should be itemized and arationale for each included when the document is submitted to theministry for provincial approval.

7. Ministry Review and Response

The ministry will respond to the draft IRP. Consultations and revisionsmay be required in order to ensure that the curriculum meets ministryrequirements. It is usual for the submitted document to go throughseveral drafts before receiving ministry approval.



Section

2Using the

LanguagesTemplate


T he Languages Template follows the format of existing second-language IRPs, with general content that developers canconsider and include as provided, modify, or delete to suit

the unique features of the target language.

Developing a Second-Language IRP

The following six steps outline a suggested approach to developing anIRP for your target language:

Step 1: Determine the technology and skills you will need to modifythe template files.

Step 2: Read through the Languages Template to become familiarwith all the components and how they might apply to yourtarget language. You might also wish to look at an existingsecond-language IRP, such as Core French 5 to 12, for ideas.

Step 3: Develop a rationale for instruction of your target language.

Step 4: Discuss how the principles of learning and thecommunicative-experiential approach to second-languagelearning might best be applied to your target language. Alsodiscuss how ministry policies concerning cross-curricularintegration, ESL students, and students with special needsaffect instruction in your target language.

Step 5: Develop or adapt the learning outcomes, suggestedinstructional and assessment strategies, and list of learningresources.

Step 6: Complete the IRP: write any required appendices, finish thePreface and Introduction, and review the entire IRP withrespect to steps 2 to 4. Include a cover letter when submittingyour IRP for provincial approval.

The rest of this section describes each of these steps in more detail andprovides checklists of suggested actions for developers at each step.You might find it helpful to read through all of Section 2 beforebeginning work.



DETERMINE TECHNICAL REQUIREMENTS

Electronic versions of the Languages 5 to 12 Template are availablein Microsoft Word 2001 and PageMaker 6.5. These electronic files areprovided to assist you in developing and formatting your IRP. Mostdevelopers begin their IRP by using the Word files because this is theeasier program for use by multiple team members. The Microsoft Word2001 files can be saved as a lower version or in other word-processingprograms if required.

Once the content has been developed and the writing phase of the IRPis complete, the Word files are imported or placed in the PageMakertemplate. All draft versions that are submitted to the ministry as well asthe final two copies submitted to the ministry for Minister’s Order mustbe in PageMaker format.

A pdf of the complete Languages 5 to 12 Template, as well as theMicrosoft Word files, can be downloaded through the ministry’sIntegrated Resource Packages page on the ministry web site atwww.bced.gov.bc.ca/irp/irp.htm. The pdf, Microsoft Word files, andPageMaker files are available on CD-ROM from the Content StandardsBranch of the Ministry of Education.

File Management

In order to avoid frustrating and costly mix-ups, you will need todevelop a system that your team will use to keep track of revisionsto your working files. Do not rely on the date the file was last saved.Instead, save the file with a new name that indicates it is the mostcurrent. You might also find it helpful to:

• Keep a reference copy of the original master files separate from yourworking files.

• Rename the footer as well as the file name each time you are about tomake changes to the file. For example, Intro.Master might becomeIntro.Draft1 for your first set of modifications.

• Organize your work so that you make a pass through an entiresection, making one or two levels of change at a time. For example,you might meet to discuss learning outcomes, record your decisionson hardcopy, make all required edits in the file, and change the draftnumber. If something comes up later that needs correction, record iton hardcopy and make the additional change in the next draft.

• Consider breaking the larger files into smaller components duringdevelopment. For example, you might put all of one grade in asingle file.

Step 1

Microsoft Word filescan be converted tocertain other word-

processing systems,such as Word forWindows on PCs.

If you use a word-processing programother than Microsoft

Word, ensure thatyou will be able to

export the file orcopy the text into a

PageMaker document.

It is important todevelop a system to

keep track of themost current version

of each file. Do notrely on the date thefile was last saved.

Before you beginmaking revisions to

your file, save it witha new name, for

example, Intro.Draft1,Intro.Draft2, etc.



• Don’t have more than one current copy of a file at any given time.For example, don’t give two different team members a copy of thesame file to edit separately unless you are familiar with the trackingchanges option. Alternatively, you could have team members maketheir revisions or add comments in selected text colours.

• Frequently back up your work onto floppy disk, zip, or CD-ROM.

Formatting Tips

For ease of formatting in PageMaker, here are a few tips to keep inmind:

• Avoid applying styles to the text in your Word document; they willnot translate when you import the text into the PageMaker documentor may introduce unwanted styles.

• De-select auto formatting options in your Word document such asautomatic bullets and numbering. Set bullets and numberingmanually. Depending on the version of Word and PageMaker youuse, auto bullets and numbers may not translate into the PageMakerdocument.

• Use a tab, not spaces, after a bullet or number, and set hangingindents on the ruler or with the Paragraph (for Word) or Tabs/Indent(for PageMaker) command.

• You may need to save your Word file as a lower version to import itinto the PageMaker template. Once the text has been imported, youcan apply the appropriate styles and formatting.

• The Word and PageMaker templates use Times New Roman andArial fonts so that the files can be used by both Macintosh andWindows computers.

• It is recommended that the PageMaker version of your targetlanguage IRP be done by someone who has PageMaker experience.

✍ Suggested Actions for IRP Developers

❍ Find out which word-processing program is available to your teamand make arrangements to convert the electronic files if necessary.(Avoid working in more than one program.)

❍ Design and plan to maintain a file-management system that ensuresthat you always know which is the current version of each file.



READ THE LANGUAGES TEMPLATE

Take a close look at the Languages Template (Section 3 of this package)to get an overview of how a second-language curriculum is structured.It is also helpful to look at existing second-language IRPs, available onthe ministry web site or as hard copy.

The Contents of a Second-Language IRP

A list of the components that must be included in an IRP that issubmitted to the Ministry of Education for approval follows. TheLanguages Template includes all of these components.

To obtain provincial approval, some parts of the Languages Templatemust NOT be modified. These sections, marked below with an asterisk,(*), must appear in your language IRP exactly as written in theLanguages Template.

• Preface- Explanation of the components of the IRP*

• Introduction- Principles of Learning*- Rationale- The Communicative-Experiential Approach*- Prescribed Learning Outcomes*- Language-Learning Strategies*- Curriculum Organizers*- Integration with Other Curricula*- Split Classes*- Suggested Instructional Strategies*- Suggested Assessment Strategies*- Assessment in [Target Language]*- About Assessment in General*- Integration of Cross-Curricular Interests*- Exemptions from the Language Policy*- ESL Students and Second-Language Study*- Students with Special Needs and Second-Language Study*- Learning Resources*

• The Curriculum- Prescribed Learning Outcomes- Suggested Instructional Strategies- Suggested Instructional Strategies- Learning Resources

Step 2

Certain parts of theLanguages Template

may not be alteredin IRPs seeking

provincial approval.



• Appendices- Appendix A – Learning Outcomes- Appendix B – Learning Resources (Introduction* and list of

resources)- Appendix C – Assessment and Evaluation (Introduction* and

Assessment Samples)- Appendix D – Acknowledgements

Preface

The Preface describes the parts of the IRP. It remains the same for everyIRP. You will need to fill in the name of your IRP where indicated, i.e.,[Target Language].

Introduction

The Introduction contains further information about the parts of the IRP,plus specific information concerning the unique features of the targetlanguage. Most of the Introduction remains the same for every IRP, butyou must write some parts and may modify others to suit your targetlanguage. The parts you must write are identified WITHOUTasterisks on page 14. You will need to fill in the name of your IRPwhere appropriate.

The Curriculum Section

The purpose of an IRP is to describe the curriculum in terms of learningoutcomes. Learning outcomes set out the knowledge, skills, andattitudes for each subject. They are statements of what students areexpected to know and be able to do in each grade. Once a curriculumhas received provincial approval, learning outcomes are prescribed,which make them legal requirements. For ease of presentation, learningoutcomes in an IRP are grouped under curriculum organizers, whichtypically describe the enduring ideas, issues, and concepts of a subject.

The prescribed learning outcomes for each curriculum organizer aregrouped with suggested instructional and assessment strategies. Thepurpose of these additional materials is to make certain that the intentof the learning outcomes is clear. Learning resources that are especiallyuseful for each organizer are also included. The actual instructional andassessment strategies and learning resources used in a particularclassroom are up to the judgement of the teacher and approval of thelocal school board.

The Curriculumsection is the heart

of the IRP.



The Languages Template includes a separate section for each gradefrom 5 to 12. It also includes a model for a Grade 11 introductorycourse to provide opportunities for students to enter the target-languageprogram in the senior secondary grades.

Your main role in creating a second-language IRP is to evaluate thecontents of the Languages Template to determine the extent to whichthe learning outcomes and instructional and assessment strategies applyto your target language, and to make modifications where necessary.You must then locate age-appropriate learning resources that supportyour curriculum.

The Appendices

Appendix A (list of learning outcomes) is a cross-grade synopsis of theprescribed learning outcomes for your target language. Appendix D(acknowledgements) acknowledges the people who worked on yourIRP. The Appendix A provided with the Languages Template lists thelearning outcomes in the template; the Appendix D provided names thepeople who worked on developing the template.

Appendix C comprises an introductory section with general informationabout assessment and evaluation and a section with assessment samplesfor each grade. The general information applies to all second-languageIRPs and must not be changed. The assessment samples, however, areprovided for information purposes only. They will need to be changedto reflect the learning outcomes and special features of the targetlanguage of your IRP.

The Introduction to Appendix B remains the same for all IRPs, but youmust add your alphabetized, annotated list of learning resources tocomplete the appendix. A sample annotation page is provided for yourconvenience in the PageMaker template.




❍ Read the Preface and Introduction of the Languages Template tomake sure you understand the purpose of each section of the IRPand the intent of the learning outcomes and curriculum organizers.

❍ Look at the Curriculum section, noting the way each curriculumorganizer is described in terms of four columns of information:prescribed learning outcomes, suggested instructional strategies,suggested assessment strategies and learning resources. Also notethat you will have to replace the phrase [Target Language] withthe name of your language; and that English-language examplesin italics need to be replaced with target-language examples.

❍ Identify the parts of the document that must not be changed forIRPs seeking provincial approval. Consider how the topicsdiscussed in these sections will affect instruction in your targetlanguage.

❍ Identify the parts of the document that you must write or maymodify. Form a preliminary estimate of how much of the LanguagesTemplate will apply without modification to your target language.



DEVELOP A RATIONALE

The rationale is the statement of your reasons for wanting to offeropportunities for students to study your target language. Although therationale may be modified during development, taking time at thebeginning to develop a solid draft will help focus the team’s work.General points that typically apply to the learning of any languageinclude:

• Communicative competence in more than one language is a sourceof personal satisfaction and enriches individual life experience.

• In Canada, with its multicultural diversity, it is important for youngpeople to be given opportunities to communicate in another language.

• In British Columbia, with its large number of Aboriginal languages, itis important that all students have the opportunity to understand theAboriginal culture and learn the Aboriginal language of the localFirst Nations community.

In addition, learning a new language:• is essential to intellectual development• is essential for improved international understanding• encourages respect for cultural diversity and its roots• contributes to personal growth• broadens the social and cultural horizons of students• enhances mutual understanding and respect by promoting interaction

among students from a variety of language communities andbackgrounds

Please consider these points when writing your rationale.

An Example

Here’s the rationale written by the developers of the Spanish 5 to 12IRP.

• Spanish is spoken by more than 350 million people in 21 countriesand is one of the five official languages of the United Nations. BritishColumbia’s proximity to Spanish-speaking countries and the growthof economic ties with these regions have increased the advantages oflearning Spanish for professional and leisure opportunities.

• Communicative competence in Spanish expands national andinternational career opportunities in many fields, such as commerce,hospitality, and tourism.

• Learning Spanish enhances the learning of first and additionallanguages.


Step 3

The rationale answersthe question: Why isthis target language

important for learnersin British Columbia?


• The ability to communicate in Spanish encourages the developmentof positive attitudes toward Hispanic and other cultural groups, andincreases students’ awareness of their own cultures.

The study of Spanish enables students to develop the knowledge, skills,and attitudes needed to understand and communicate effectively inSpanish. Because the overriding aim of the Spanish curriculum iscommunication, the suggested instructional and assessment strategiesemphasize the practical use of the language in all its forms, and de-emphasize the analytical study of grammatical theory as an end in itself.


❍ Discuss how the reasons presented on page 18 of this documentfor learning a second language apply in the case of your targetlanguage.

❍ Identify specific reasons for offering your target-language programin the school district and community. You might refer to uniquefeatures of the target language and culture(s) and to informationgenerated during an initial needs study.

❍ Draft a rationale statement to explain the reasons for offering asecond-language program in the target language.



DISCUSS YOUR APPROACH TO LANGUAGE EDUCATION

To meet provincial approval, second-language curricula must bebased on:

• the principles of learning• the communicative-experiential approach• the use of language-learning strategies

Following the principles of learning ensures that instruction meets theneeds of a broad range of students; the communicative-experientialapproach provides students with opportunities to develop practicalcommunication skills; and the use of language-learning strategieshelps students develop a range of skills for ongoing learning in thetarget language and other languages. Together, the principles oflearning, communicative-experiential approach, and use of language-learning strategies work to create a rich language-learning environment.


❍ Read the descriptions of the principles of learning, thecommunicative-experiential approach, and language-learningstrategies in the Introduction section of the Languages Template.Discuss the implications of these for teaching and learning thetarget language.

❍ Examine instructional and assessment strategies in the LanguagesTemplate for examples of the interrelated application of theprinciples of learning, the communicative-experiential approach,and the use of language-learning strategies.

❍ Plan to use the principles of learning, the communicative-experiential approach, and language-learning strategies as partof the criteria for making decisions about learning outcomes,suggested instructional strategies, suggested assessment strategies,and learning resources.


Step 4


Additional Ministry Requirements

Developers will also need to know about policies the ministry hasdeveloped to ensure that language education:

• puts emphasis on practical applications of learning• takes a cross-curricular approach that enables students to develop an

understanding of culture as well as the target language• is relevant to a broad range of students, including those with special

needs

These topics are discussed in the Introduction of the LanguagesTemplate and have been considered during the development of thelearning outcomes and instructional and assessment strategies in theCurriculum section.


❍ Read the portion of the Introduction that describes cross-curricularintegration and second-language study. Discuss the implications ofcross-curricular integration for teaching and learning the targetlanguage, especially as a means of developing students’understanding of culture as well as language.

❍ Read the portion of the Introduction that discusses English as aSecond Language and students with special needs. Discuss theimplications for teaching and learning the target language when theprogram includes students with a range of learning rates, styles,needs, and interests.

❍ Plan to include strategies that take into consideration a range oflearning rates, styles, needs, and interests when making decisionsabout prescribed learning outcomes, suggested instructionalstrategies, suggested assessment strategies, and learning resources.



DEVELOP THE CURRICULUM SECTION

If you have followed steps 1 through 4, you already have a pretty goodidea of the extent to which the Languages Template will meet yourneeds. You should also have a general idea of areas that will requiremodification. Here is where you work out the details. This meansreviewing the Languages Template line by line and making decisionson what stays the same, what must be modified, and what can bedeleted. It is a bit of a juggling act—your goal is to stay as close aspossible to the Languages Template while developing a curriculumthat meets the unique features of your target language.

Once you have a general idea of your direction, the next three thingsto do are:

A. Finalize the curriculum organizers.B. Build the Curriculum section of the IRP (prescribed learning

outcomes, suggested instructional strategies, suggested assessmentactivities.

C. Select learning resources.

The process of development is not necessarily linear. As new ideasoccur in one area, they may impact other areas.

Hints for Successful Development

Keep the following hints in mind as you develop your IRP.

• Understand the connection between grades.For some languages, it may be necessary to move a particularlearning outcome from one grade to another. For example, stating“likes and dislikes” is grammatically quite easy in German, so can beintroduced in Grade 5. In Spanish, however, this requires a facilitywith the language that most students don’t have until Grade 9. If youmove a learning outcome, be aware of the total impact on the flowfrom grade to grade.

• Be aware of the connections between columns.The instructional strategies with their supporting assessmentstrategies should provide links to specific learning outcomes orclusters of learning outcomes. If you decide to modify a learningoutcome, you will have to check the fit of the instructional andassessment strategies and adjust where required.


Step 5

As part of the processfor provincial approval,

you will be asked toexplain your reasons

for significantmodifications of the

Languages Template.


• Write in the style used in the Languages Template.Read through many learning outcomes and strategies until you arefamiliar with the language used in the IRPs. The basic principles are:- Use the active voice.- Direct the instruction to the teacher, but don’t refer to the teacher

as “you.”- Avoid using the pronouns “he,” “she” or “they” for a student.- Be clear about when the activity produces a single, group, or class

product.- Clearly identify examples or pre-framed patterns (e.g., put all

target-language examples in italics).

• Keep to the length restrictions.All the instructional and assessment strategies for a particularorganizer must fit in the single column provided. (You can use arough guide of 280 words maximum to help you in development.)This length limit is to ensure that your IRP presents excellent,focused strategies that clarify the learning outcomes withoutoverwhelming the reader.

• Refer to the Points to Keep in Mind chart at the end of this section.The Points to Keep in Mind chart is a summary of key points for eachof the four columns in the Curriculum section. You might want tokeep this two-page chart handy at all stages of development.

A. Finalize the Curriculum Organizers

The following four curriculum organizers have been used in provinciallanguage IRPs and are strongly recommended as the framework forother language programs:

• Communicating – to communicate with other people• Acquiring Information – to acquire information for a purpose• Experiencing Creative Works – to experience creative works for

linguistic and cultural exposure• Understanding Cultural Influences – to interact with and appreciate

the target-language culture

The four curriculumorganizers described

in the LanguagesTemplate are stronglyrecommended as the

framework for your IRP.



In the Curriculum section of the Languages Template, these organizershave been used to group the learning outcomes, instructional strategies,assessment strategies, and learning resources. For IRPs seekingprovincial approval, reasons must be given for any significant changesto the recommended organizers.

These curriculum organizers are described in detail in the Introductionsection of the Languages Template.


❍ Review and discuss the intent and focus of each organizer asdescribed in the Introduction section of the Languages Template.

❍ For future reference, clearly identify any significant changes youhave made to the organizers recommended in the LanguagesTemplate.

B. Build the Curriculum

As you develop your curriculum, you will have to decide whether or notthe material provided in the first three columns of each organizer in theLanguages Template suits your target language. You may modify anylearning outcome or strategy, but to receive provincial approval youwill be required to provide a reason for any significant changes.

To get an idea of how the Languages Template may be modified to suitdifferent languages, take a look at one of the first learning outcomes inthe Grade 5 organizer, Communicating.

Here is how the outcome and associated instructional strategy look inthe Core French 5 to 12 IRP:

It is expected that students will:• ask and respond to simple questions

Suggested Instructional Strategy

• Have students interview partners to obtain information such asname, age, likes, dislikes, etc. Students then use the information tointroduce their partners to the class, using the following format:- Je vous présente __________________________ .- Il/Elle s’appelle ___________________________ .- Il/Elle habite _____________________________ .- Il/Elle aime ______________________________ . (nourriture)- Il/Elle n’aime pas _________________________ .- Son sport préféré est _______________________ .- Son passe-temps préféré est _________________ .


To create a useful IRP,you'll need to know theunique characteristics

of your target language.


In the German 5 to 12 IRP, the linguistic concept and correspondingstrategy is worded as follows:

It is expected that students will:• exchange personal information

Suggested Instructional Strategy

• Ask students to introduce each other using frames such as thefollowing:- Guten Tag. Ich heiße _________________________.

Wie heißt du?- Ich heiße __________________________.

Ich bin _____________________________ Jahre alt.

Then have students in pairs expand the frames and ask each otherquestions (e.g., Wie alt bist du? Wo wohnst du?). Record students’responses and encourage them to create and present simple dialoguesbased on the interviews.

And here is how the learning outcome has been modified and expandedinto two outcomes and two strategies to suit the Mandarin Chinese 5 to12 IRP:

It is expected that students will:• exchange simple greetings• introduce themselves and others, using appropriate family

relationship terms in the context of the immediate family

Suggested Instructional Strategies

• Play music and ask students to walk around the class. Stop themusic and have each student greet and introduce him- or herselfto the person nearest. Repeat this exercise at least five times.

• Give each student a card with an imaginary identity written on it.Invite students to assume these identities as they introducethemselves to various classmates.


❍ Discuss these short examples and just for practice, decide how thisprescribed learning outcome might look in your IRP.



Building the Curriculum Section: Write the Learning Outcomes

The curriculum is described in terms of a series of learning outcomestatements.

The learning outcomes presented in the Languages Template arestrongly recommended for locally developed language programs. Thelearning outcomes are listed in column 1 of the Curriculum section andin Appendix A. These learning outcomes are the basis of severalexisting provincial second-language programs.

Learning outcomes must be:

• written to complete the stem: It is expected that students will…• appropriate to the grade or age range for which they are intended• understandable by students, parents, educators, and the general public• observable or measurable, i.e., stated in such a way that it will be

readily apparent when the student has met the expectation• clearly stated in terms of what will be expected of students• supportive of a range of instructional and assessment strategies as

well as a variety of learning resources

The learning outcome statements in the Languages Template have beenwritten to enable teachers to use their experience and professionaljudgement when planning for instruction and evaluating students’progress. During development, keep in mind that learning outcomeswill ultimately be the subject of evaluation; they are the benchmarksthat will permit the use of criterion-referenced performance standards.It is expected that actual student performance will vary—attaining alearning outcome may take several forms or be described at severallevels of performance. In practice, evaluation, reporting, and studentplacement with respect to learning outcomes will depend on theprofessional judgement of teachers, guided by provincial policy.


❍ Review the recommended learning outcomes in the first column ofthe Languages Template and determine the learning outcomes forgrades 5 to 12 and Introductory Grade 11 for your target language.

❍ For future reference, clearly identify which learning outcomes youhave significantly modified.

If your language IRPreceives provincial

approval, the learningoutcomes you have

included will becomeprescribed, that is,

legally required.


Learning outcomesare statements of whatstudents are expected

to know and be ableto do in each grade.


Building the Curriculum Section: Write Instructional Strategies

The instructional strategies in an IRP are meant to expand on and makeclear the intent of the learning outcomes. Instructional strategies are notrequired curriculum content. They have been developed by specialistand generalist teachers to assist their colleagues; they are suggestionsonly. You may adapt these instructional strategies or substitute othersthat will enable students to achieve the learning outcomes. Classroomteachers will further adapt strategies to suit their needs.

Instruction involves the use of activities, techniques, and methodsthat can be employed to meet diverse student needs and to deliverthe curriculum. The nature and features of the target language willinfluence instructional strategies and student activities. For instance,introducing students to a language that uses an unfamiliar alphabet orwriting system will probably call for different approaches than thoseusing a Roman alphabet.

Ask yourself these questions about the strategies you includeor develop:

• How will this suggestion help teachers plan for instruction or buildon best practice?

• In what way does this suggestion encourage good instructionalpractices?

• What background information is needed for most teachers toimplement this suggestion?

• Would the suggestion work in most classrooms?• Would the strategy result in students meeting the learning outcomes?• Are there a variety of instructional strategies?• Do the strategies have an applied focus and attend to specific cross-

curricular areas?

Each strategy should:

• be linked to one or more learning outcomes• be concise, yet clearly explain how the strategy works• include examples and/or specific questions• be engaging



As a group, the strategies for a particular organizer should:

• reflect an appropriate balance of the various learning outcomes• provide a variety, including both “tried and true” and innovative

approaches• suggest activities that draw from and build on prior learning• suggest various groupings• suggest some activities that are transferable to other contexts• be practical for a range of teachers (specialists and generalists, new

and experienced)

Note: The Languages Template contains context statements at the topof the instructional and assessment strategies columns. These contextstatements are meant to focus the reader and provide a clearer link tothe learning outcomes.


❍ Review and discuss the material on instructional strategies in theIntroduction section of the Languages Template.

❍ Review each of the suggested instructional strategies in column twoof the Curriculum section of the Languages Template, taking intoaccount the features of the target language and their potentialinfluence on teaching and learning. Select, modify, or developstrategies as required to meet the needs of your target language.

❍ Ensure that the suggested instructional strategies you have selectedor developed match your learning outcomes.



Building the Curriculum Section: Write Assessment Strategies

Column three of the Curriculum section of the Languages Templateprovides strategies for assessment. The assessment strategies in anIRP are meant to expand on and make clear the intent of the learningoutcomes. As with instructional strategies, assessment strategies are notrequired curriculum content—they are suggestions only.

To develop your IRP, you will need to review all of the assessmentstrategies in the Languages Template. The final selection of assessmentstrategies will very much depend on your final learning outcomes andinstructional strategies.

Ask yourself these questions about the assessment strategies you includeor develop for column three:

• How will this suggestion help teachers plan or adjust their instruction,track their students’ progress, or provide feedback to students?

• How will this suggestion encourage good instructional practices?• How will this suggestion encourage fair assessment?• Is the suggestion consistent with provincial policy? (Refer to

Guidelines for Student Reporting.)• Would this suggestion work in most classrooms?• Would the strategy yield accurate assessment information?• Taken together, do the strategies highlight key aspects of the learning

outcomes and reflect a balance of assessment activities for theoutcomes?


❍ Review and discuss the material on assessment and evaluationin the Introduction and Appendix C sections of the LanguagesTemplate. Appendix C includes detailed discussion of assessment,together with several samples of assessment tools (e.g., checklists,peer evaluation forms) that relate specifically to second-languageassessment. This is important background information fordevelopers.

❍ Review the suggested assessment strategies located in thethird column of the Languages Template. Modify them as needed toensure they are consistent with the learning outcomes and suggestedinstructional strategies for your target-language IRP.

❍ Refer to provincial and district policies on assessment, evaluation,and reporting as needed to ensure that all requirements have beenaddressed.

Assessmentstrategies in column

three need not alwaysrelate directly to

specific instructionalstrategies, but they

must relate to thelearning outcomes.



Building the Curriculum Section: Create an IntroductoryGrade 11 Course

The Introductory Grade 11 course is for students who have not studiedthe target language in grades 5 to 10. It is an intensive learningexperience designed to provide students with an introduction to thetarget language and culture, and provide a solid foundation for furtherstudy in grades 11 and 12.

The learning outcomes for the Introductory Grade 11 course shouldaddress the learning outcomes and instructional and assessmentstrategies included in grades 5 to 10 of the target-language IRP.

In addition to the activities suggested in the Introductory Grade 11section of the Languages Template, developers might want to adaptother instructional and assessment strategies suggested for earlier gradelevels, taking into account the interests of senior secondary students.


❍ Review and discuss the introduction to the Introductory Grade 11section of the Languages Template.

❍ Review the learning outcomes and instructional and assessmentstrategies in the Introductory Grade 11 section of the LanguagesTemplate to see how well they match the curriculum for grades 5to 10 of the target-language IRP that you have developed. Modifywhere needed.


An Introductory Grade 11course is a requirement

for IRPs seekingprovincial approval.


C: Select Learning Resources

The fourth column in the Curriculum section of the LanguagesTemplate is where you list the titles of key learning resources suitablefor each grade and organizer in your IRP. Column four includes mediaicons to identify the types of resources (e.g., Print, Video, etc.). Titlesneed to be listed alphabetically for each media type. Although variety isencouraged, it is not necessary to have every type of resource for everyorganizer. Icons have been provided in column four of each organizerfor your convenience. If a particular icon or icons are not used for theorganizer, delete them from the column.

It is important that the chosen resources be age appropriate and supportthe learning outcomes. The resources listed in column four must thenbe described in detail in Appendix B. Appendix B may also includeadditional resources that might not be considered “key” but are stilluseful in helping students achieve the learning outcomes.

The Introduction to the Languages Template describes the system theministry uses to categorize learning resources. Appendix B gives moredetailed suggestions and criteria to guide developers in selecting anddescribing learning resources. Contact the Content Standards Branchof the Ministry of Education for further information.

Criteria for Selection

The selection and development of learning resources should take intoaccount the needs of the learners. This includes diverse learning ratesand styles, and a range of special needs. Resources for languagelearning should offer subject matter that is of interest to the age group,but at the appropriate language-skill level. This is especially importantwhen considering resources for Introductory Grade 11.

Resources that are selected to support your IRP must be evaluatedthrough a local board-approved process.

Learning resourcesin IRPs submitted for

provincial approvalmust be evaluated

and approvedthrough a local

board-approvedprocess.



Developing Your Own Resources

Ideally, resources will already exist that are a good match for yourcurriculum. Alternatively, you may have to develop some resourcesspecifically for the target language. This will likely be a project separatefrom developing the IRP and will involve working in partnership withcommunity and cultural organizations and professional writers todevelop learning resources that will support students’ learning of thetarget language and understanding of culture.

If you take the route of developing your own materials, your schoolboard must ensure that resources adhere to criteria as specified inMinisterial Order 405/95, the Education Program Guide Order, asit relates to education materials.


❍ Review and discuss the material on learning resources in theIntroduction and Appendix B sections of the Languages Template.In Appendix B, look carefully at the types of information requiredfor each resource.

❍ Review and discuss district policy and procedures regarding locallyselected or developed learning resources, including authorizationunder the School Act: Orders and Regulations.

❍ Ask one team member to serve as resources co-ordinator (e.g., ateacher-librarian). This person should maintain an ongoing recordof suggestions by other development-team members and ensure thatthey supply complete and accurate bibliographic information.

❍ While developing (or after developing) the learning outcomes andsuggested instructional strategies to be included in your IRP,identify the types of learning resources that are needed. Althoughthe extent to which potential resources already exist in school ordistrict resource centres should be taken into account, it is alsoimportant to identify good new resources that are worth acquiring.



❍ Examine suggested learning resources. Apply criteria such as thoseused in the Ministry of Education document, Evaluating, Selecting,and Managing Learning Resources*, to assist in evaluating andselecting resources to support your target language IRP. If there isneed, initiate procedures to develop specific learning resources.

❍ Include an annotation for each learning resource in Appendix B,using the format indicated in Appendix B of the LanguagesTemplate.

❍ List alphabetically the titles of key learning resources in the fourthcolumn of your IRP, putting each under the appropriate media icon.

* Evaluating, Selecting, and Managing Learning Resources, Revised2002 is available from the Publications Bureau, order numberRB0142, or on the ministry web site.



COMPLETE THE IRP

Once you have completed the Curriculum section of your IRP, you needto do five more things to submit your IRP for provincial approval:

• Complete the Preface and Introduction• Review your Curriculum section to check that it meets your

objectives• Create appendices A, B, C, and D• Copy-edit• Write a cover letter

Complete the Preface and Introduction

As you will have noticed while developing your IRP, the Preface andIntroduction portions of the Languages Template consist of three typesof content:

• Text that must not be changed in IRPs seeking provincial approval• Text that must be modified• Places where you must fill in information specific to target language

In the development of your IRP, you will have created most or all of theinformation you need to complete the Preface and Introduction. Now isthe time to polish this material and put it into the PageMaker version ofthe Languages Template.


❍ Review the Preface and Introduction to find out what you alreadyhave and what you need to create.


Step 6

Take time to reviewthe entire IRP toensure that your

vision of thecurriculum is

clearly presented.


Review Your Curriculum Section

Now that you have an almost complete draft of your package, go backto steps 2 to 4 to make sure that your IRP meets the development team’sobjectives and the requirements of the school district. If you areplanning to submit this IRP for provincial approval, also make surethat it meets all the criteria required by the province.


❍ Revise first-draft material as required to reflect decisions madeduring development.

❍ Pay special attention to the extent to which your IRP supports yourrationale, the principles of learning, the communicative-experientialapproach to language instruction, language-learning strategies,cross-curricular integration, students with special needs, and ESLstudents.

Create Appendices A, B, C, and D

Appendix A is a listing, by grade and organizer, of all the learningoutcomes in the IRP. The Appendix A in the Languages Template isa summary of the learning outcomes as they exist in the LanguagesTemplate. If the writers of your IRP have adapted, modified, or changedany of the outcomes, Appendix A must show the outcomes as they havebeen written for your IRP. The outcomes in Appendix A must beidentical to the outcomes in the Prescribed Learning Outcomescolumn in the Curriculum section.

Appendix B is an alphabetical listing (by title) of the selected learningresources identifying:

• Media format• Title• General Description• Audience• Category (e.g., Student, Teacher Resource, Teacher Resource, or

Professional Reference)• Curriculum Organizer(s)• Grade Level (s)• Supplier name, address, telephone number, and fax number• Price• ISBN/Order No.


If possible, ask forfeedback on your IRP

from someone whowas not part of thedevelopment team.


Appendix C provides a general discussion of assessment and evaluationand uses sample evaluation units to show how activities, assessment,and evaluation might come together. The samples created in theLanguages Template will need to be modified, adapted, or changed tosuit your particular language.

Appendix D is a list of the people who worked on the development ofthe IRP. There is no required format for this portion of the IRP, but youmight find it helpful to use the Languages Template Acknowledgementsas a model.


❍ Create Appendix A by copying the final prescribed learningoutcomes from the Curriculum section into a separate file.

❍ Make Appendix D by creating a file that lists the names of thepeople involved in the development of your IRP, showing the roleof each and, where relevant, the organization represented.

Copy-edit

A final pass to check for consistency and accuracy in use of terms,spelling, punctuation, and grammar will go a long way to making surethat your IRP is clearly understood.


❍ Make sure that you have replaced the phrase [Target Language]with the name of your language throughout the document, and thatEnglish-language examples in italics in the Curriculum section havebeen replaced with target-language examples.

❍ If possible, use an independent editor for this final stage. It isdifficult for people who have written a document to do a cleancopy-edit.



Write a Cover Letter

If you are seeking provincial approval for your IRP, you will needto submit two printed copies in PageMaker format of your IRP with acover letter. As a minimum, the cover letter must contain:

• a contact name for the IRP• a description of the evidence of community support for offering

instruction in your target language• a detailed explanation of any significant changes to the curriculum

organizers or learning outcomes recommended in the LanguagesTemplate


❍ Remember all those notes that you made on significant changesduring development? Review the notes and ensure that your reasonsfor modification are clearly described in your cover letter.

Points to Keep in Mind

The charts on pages 38 and 39 will help you keep on track throughoutthe development process.



❍ It is strongly recommended that you usethe learning outcomes as written in theLanguages Template.

❍ If you modify outcomes:- keep the wording open enough to allow

for flexible learning for all students,including those with special needs

- focus on the development of languagefor practical, everyday purposes

- state outcomes in such a way that itwill be apparent when students havemet the expectation

❍ For many languages, writing is notevaluated until Grade 8.

❍ Learning outcomes for IntroductoryGrade 11 should be based on learningoutcomes for grades 5 to 10.

❍ Instructional strategies must illustrateteaching practices that will help studentsachieve one or more of the learningoutcomes.

❍ Activities will generally be assumed tobe conducted in the target language.Strategies focusing on culture mayrequire more use of English.

❍ Students acquire a second language moreeffectively when activities encouragethem to develop language-learningstrategies. (See the chart of language-learning strategies in the IntroductionSection of the Languages Template.)

❍ Include a selection of techniques andmethods in order to meet diverse studentneeds.

❍ Instructional strategies should be easilyunderstood by a wide range of teachers—specialist and generalist, new andexperienced.

❍ Ensure that students have frequentopportunities to use language patterns ina variety of ways.

❍ First exposure to a second languageshould be non-threatening, rewarding,and enjoyable.

❍ In Grade 6, students’ abilities to accessand display information tend to be moredeveloped than their facility with thetarget language. Encourage them toguess, make connections, and predict.

❍ By Grade 7, many students are able touse a wide variety of target-languageresources such as dictionaries.

❍ As students move into higher grades,instructional strategies should offer morechoices, giving students more controlover what they do.


Ideas For:Suggested Instructional Strategies

Ideas For:Prescribed Learning Outcomes



Ideas For:Learning Resources

Ideas For:Suggested Assessment Strategies

❍ Some assessment strategies shouldbe related to particular instructionalactivities; some could apply to anyactivity. In all cases, assessment mustbe linked to the learning outcomes.

❍ Information gathered from assessmenthelps teachers determine the extent towhich students are achieving the learningoutcomes.

❍ Assessment strategies should be based onspecific criteria that allow teachers tosupport learning (e.g., adapt instruction tomeet individual needs), provide feedback,and track student progress with respect tothe learning outcomes.

❍ Some assessment activities should allowstudents to present their learning in waysother than in writing.

❍ Assessment strategies should be varied tohelp teachers compile a comprehensiveprofile of student learning.

❍ Students should be involved in thedevelopment of criteria for self-, peer,and teacher assessment.

❍ In early grades, students may feelawkward attempting to communicate ina new language. Assessment strategiesshould encourage risk-taking andparticipation.

❍ For many languages, Grade 8 is the pointat which assessment begins to focus onwriting, in addition to assessment of oralwork.

❍ In higher grades, teachers should givestudents a variety of options forpresenting their learning. Students inhigher grades should also have frequentopportunities to develop criteriaindependently and to use them forself-monitoring.

❍ Column four in the Curriculum sectionlists key resource titles. Appendix B isan annotated list of all resources.

❍ Learning resources must support thelearning outcomes.

❍ Learning resources must be ageappropriate.

❍ All learning resources listed in columnfour must be approved through districtevaluation.

❍ When identifying resources, find out ifspecial-format versions are available(e.g., braille, taped-book).

❍ Learning is most effective whenresources are varied.

❍ Learning resources are typically materialssuitable for student use, but they mayinclude reference materials intended forteachers.

❍ If learning resources to support thelearning outcomes are not available,districts may develop their own.


Section

3The

LanguagesTemplate

[TARGET LANGUAGE]5 TO 12

Integrated Resource Package

Copyright © [year] [appropriate development community/group]

Copyright Notice

No part of the content of this document may be reproduced in any form or by any means, including electronic storage,

reproduction, execution or transmission without the prior written permission of [appropriate development community/group].

Limited Exception to Non-reproduction

Permission to copy and use this print publication in part, or in its entirety, for non-profit educational purposes within British

Columbia and the Yukon, is granted to teachers, administrators, employees of school boards, organizations who are members of

the Education Advisory Council, and members of School Planning Councils providing direct or indirect educational programs to

entitled students as identified by the School Act or the Independent School Act (or by applicable legislation in the Yukon).

Languages 5 to 12 Template • I

PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

Preface ................................................................................................................... III

INTRODUCTION

Principles of Learning ............................................................................................ 3Rationale ................................................................................................................. 3The Communicative-Experiential Approach .......................................................... 3Language-Learning Strategies ................................................................................ 4Curriculum Organizers ........................................................................................... 6Integration with Other Curricula ............................................................................ 7Split Classes ............................................................................................................ 7Suggested Instructional Strategies .......................................................................... 7Suggested Assessment Strategies ........................................................................... 8Assessment in [Target Language] ........................................................................... 8About Assessment in General ................................................................................. 8Integration of Cross-Curricular Interests ................................................................ 9Exemptions from the Language Policy .................................................................. 9ESL Students and Second-Language Study ........................................................... 9Students with Special Needs and Second-Language Study.................................. 10Learning Resources .............................................................................................. 11

THE [TARGET LANGUAGE] 5 TO 12 CURRICULUM

Grade 5 ................................................................................................................. 14Grade 6 ................................................................................................................. 22Grade 7 ................................................................................................................. 30Grade 8 ................................................................................................................. 38Grade 9 ................................................................................................................. 46Grade 10 ............................................................................................................... 54Grade 11................................................................................................................ 62Grade 12 ............................................................................................................... 70Introductory [Target Language] 11 ....................................................................... 79

THE [TARGET LANGUAGE] 5 TO 12 APPENDICES

Appendix A: Prescribed Learning Outcomes ..................................................... A-2Appendix B: Learning Resources....................................................................... B-3Appendix C: Assessment and Evaluation .......................................................... C-3

Assessment and Evaluation Samples ............................................ C-7Appendix D: Acknowledgements ....................................................................... D-3

TABLE OF CONTENTS

II • Languages 5 to 12 Template

Languages 5 to 12 Template • III


This Integrated Resource Package(IRP) provides basic information thatteachers will require in order to

implement the [Target Language] 5 to 12curriculum. Brief descriptions about eachsection of the IRP follow.

THE INTRODUCTION

The Introduction provides generalinformation about the [Target Language] 5 to12 curriculum, including special features andrequirements. It also provides a rationale forteaching [Target Language] 5 to 12 in BCschools.

THE [TARGET LANGUAGE] 5 TO 12CURRICULUM

The [Target Language] 5 to 12 curriculum isstructured in terms of curriculum organizers.The main body of this IRP consists of fourcolumns of information for each organizer.These columns include:

• prescribed learning outcome statements• suggested instructional strategies for

achieving the outcomes• suggested assessment strategies for

determining how well students areachieving the outcomes

• locally approved learning resources

Prescribed Learning Outcomes

Prescribed learning outcomes are contentstandards for the provincial educationsystem. Learning outcomes set out theknowledge, enduring ideas, issues, concepts,skills, and attitudes for each subject. They arethe statements of what students are expectedto know and be able to do in each grade.Learning outcomes are clearly stated andexpressed in observable or measurable terms.All learning outcomes complete the stem: “Itis expected that students will….” Outcome

statements have been written to enableteachers to use their experience andprofessional judgement when planning andevaluating. The outcomes are benchmarksthat will permit the use of criterion-referenced performance standards. It isexpected that actual student performance willvary. Evaluation, reporting, and studentplacement with respect to these outcomesdepend on the professional judgement ofteachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques,activities, and methods that can be employedto meet diverse student needs and to deliverthe prescribed curriculum. Teachers are freeto adapt the suggested instructional strategiesor substitute others that will enable theirstudents to achieve the prescribed learningoutcomes. These strategies are suggestionsonly.

Suggested Assessment Strategies

The assessment strategies suggest a varietyof ways to gather information about studentperformance. Some assessment strategiesrelate to specific activities; other are general.These strategies are suggestions only.

Locally Approved Learning Resources

The learning resources in this IRP arematerials that have been reviewed andevaluated by the members of the [TargetLanguage] 5 to 12 development team,according to district policy. They aretypically materials suitable for student use,but may also include information primarilyintended for teachers. Teachers areencouraged to select those resources that theyfind most relevant and useful for theirstudents. The resources listed in thecurriculum section (fourth column) of this

IV • Languages 5 to 12 Template

IRP are those that either presentcomprehensive coverage of the learningoutcomes of the particular curriculumorganizer or provide unique support tospecific topics. Appendix B contains acomplete listing of all learning resources sofar identified to support this curriculum.

THE APPENDICES

A series of appendices provides additionalinformation about the curriculum and furthersupport for the teacher.

• Appendix A lists the curriculum organizersand the prescribed learning outcomes foreach grade for the curriculum.

• Appendix B consists of generalinformation on learning resources,including a complete annotated list of thelearning resources that support thiscurriculum.

• Appendix C contains assistance forteachers related to provincial assessmentand evaluation and reporting policy.Prescribed learning outcomes have beenused as the source for samples of criterion-referenced evaluation.

• Appendix D acknowledges the manypeople and organizations that have beeninvolved in the development of this IRP.


Languages 5 to 12 Template • V

GRADE 5 • Communicating

For many students, this is their first exposure to asecond language. Because Grade 5 sets the stagefor years to come, it is important that theexperience be non-threatening, rewarding, andenjoyable. Give students every opportunity to hear,repeat, and “play” with the language. Routinelygive classroom instructions in [Target Language]instead of English. Encourage students to usedrawings and other visual aids as well as non-verbal gestures to extend communication.

• Provide opportunities for students to heargreetings and expressions of politeness (e.g.,begin lessons with Good day. How are you?)Have students create posters or a mural ofgreetings and expressions of politeness.

• Using pre-framed models, have students role-playusing greetings and expressions of politeness.A. Good day.B. Good day.A. My name is ___________. What’s your name?B. My name is __________. How are you?A. I’m well. And you?

• Have students interview partners to obtaininformation such as name, age, likes, and dislikes.Students then introduce their partners to the class,using the following format:This is my friend. His/her name is ________.He/she lives ________. He/she likes ________.He/she doesn’t like ________.His/her favourite clothing is ________.His/her favourite pastime is ________.

• As a class or in partners, have students create anddemonstrate gestures to represent a need or awant, e.g., I need a pencil (gesture could bewriting on hand), I don’t understand (gesture withhands). Provide students with opportunities to useexpressions of wants or needs, for example,students could draw pictures of five things theyneed for school and label them.

• Open the day with Calendar Time in [TargetLanguage]. Present seasonal poems, celebratebirthdays, and ask students to respond toquestions on the date, time, season, weather,temperature, and how they are feeling (e.g., Whatis the date? What time is it? What is thetemperature?)

It is expected that students will:

• ask and respond to simple

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

12 • CORE FRENCH 5 TO 12


• ask and respond to simple questions

• present information about themselves

• recognize and use simple greetings and

expressions of politeness

• communicate likes, dislikes, needs, and

wants

• respond to classroom instructions

Suggested InstructionalStrategies

The SuggestedInstructional Strategiescolumn suggests a varietyof instructional approachesthat includes group work,problem solving, and theuse of technology. Teachersshould consider these asexamples they mightmodify to suit thedevelopmental levelof their students.

Prescribed LearningOutcomes

The Prescribed LearningOutcomes column lists

the specific learningoutcomes for

each curriculumorganizer.

SUGGESTED ASSESSMENT STRATEGIES

CORE FRENCH 5 TO 12 • 13


At this level, students often feel awkwardattempting to communicate in a new language.In a supportive environment, they can begin tofeel more comfortable and gain satisfaction fromexploring and demonstrating their new skills.Assessment should encourage risk-taking andparticipation, rather than emphasizecorrectness.

• As students engage in communicationactivities, observe and note evidence that they:

- listen actively to follow instructions- choose the appropriate expression from those

they have practised- approximate [Target Language]

pronunciation- take risks to speak in [Target Language]- experiment with sounds and words- participate willingly in classroom activities

in [Target Language]- support and encourage each other• After students have been introduced to new

vocabulary and structures, check for evidencethat they comprehend the spoken word byaccurately representing it through models,illustrations, and actions.

• When students create pictures or posters, assessthe extent to which they:

- reproduce key vocabulary accurately- include supporting details in the form of

illustrations, graphics, photos, or symbols

RECOMMENDED LEARNING RESOURCES

Suggested AssessmentStrategies

The Suggested AssessmentStrategies offer a wide

range of assessmentapproaches useful in

evaluating the prescribedlearning outcomes.

Teachers should considerthese as examples they

might modify to suittheir own needs andinstructional goals.

Learning Resources

The Learning Resourcescolumn is an alphabeticallist by media of the resourcesthat support the prescribedlearning outcomes.A complete list includinga short description of theresource, its media type,and distributor is found inAppendix B of the IRP.

Print Materials

• Stoddart Colour Visual Dictionary

French-English

Multimedia

• Acti-Vie 1

• Savoir faire: Visages 1


The learning resources listed here are especiallyuseful for this organizer. See Appendix B for acomplete annotated list of resources, includingothers that might apply to this organizer.

Languages 5 to 12 Template: Introduction • 1

INTRODUCTION TO [TARGET LANGUAGE] 5 TO 12

INTRODUCTION[Target Language 5 to 12]

2 • Languages 5 to 12 Template: Introduction




purposeful use of language to perform real-life tasks, share ideas, acquire information,and get things done. Grammar instructionplays a supportive role only—to provideuseful strategies to facilitate communicationand comprehension.

The communicative-experiential approach isguided by an educational philosophy thatincludes the following principles:

• As much as possible, language learningshould emulate authentic language use.

• The goal of language learning isperformance with language rather thanknowledge about the language.

• Language learning is not additivelysequential but recursive and paceddifferently at various stages of acquisition.

• Language develops in a series ofapproximations towards native-like norms.Language learning is not the accumulationof perfectly mastered elements of grammarand vocabulary. Thus, learner errors are tobe expected.

• Language proficiency involves bothcomprehension and production.Comprehension abilities tend to precedeand exceed productive abilities.

• Language is inextricably bound to culture.Language use requires an understanding ofthe cultural context within whichcommunication takes place.

• Language learning is complex. Instructiontakes into account individual learningstyles and rates, and also attends toteaching process strategies for successfullanguage learning.

• The ability to perform with language isfacilitated when students actively engagein meaningful, authentic, and purposefullanguage-learning tasks.

• Assessment reflects instructional goals andis performance oriented.

This Integrated Resource Package (IRP)sets out the provincially prescribedcurriculum for [Target Language]

education, grades 5 to 12. The study of[Target Language] and culture is intended toenable learners to communicate purposefullyin [Target Language] and to provideopportunities for students to gain insightsinto their own culture and to develop anopenness to cultural diversity.

PRINCIPLES OF LEARNING

Provincial education programs are based onthree principles of learning that reflectcurrent views of how effective learningoccurs. They have profound implications forall aspects of the program, such as the rolesof student and teacher, the kinds of learningresources that are chosen, and the type ofassessment that occurs. The development ofthis [Target Language] 5 to 12 IRP has beenguided by and incorporates these principlesof learning:

• Learning requires the active participationof the student.

• People learn in a variety of ways and atdifferent rates.

• Learning is both an individual and a groupprocess.

RATIONALE

Insert your rationale here. Two or threeparagraphs should be sufficient to explainwhy instruction in your target language is ofbenefit to students in British Columbia.

THE COMMUNICATIVE-EXPERIENTIAL

APPROACH

The [Target Language] 5 to 12 curriculumendorses what is commonly referred to as thecommunicative-experiential approach. In thisapproach the focus of instruction is the



• Technology and textbook materials playsupport roles for language-learning goals;they should not determine curriculum.

(Adapted from “Teaching and Learning K-12Authentic Instruction Communication,” Section 7.19,ASCD Curriculum Handbook, September 1994.)

PRESCRIBED LEARNING OUTCOMES

Prescribed learning outcomes in this IRP areexpressed in terms of tasks to be performedand not in terms of language items to bemastered. Assessment and evaluation oflanguage acquisition focus on students’abilities to understand others and to expressthemselves comprehensibly andappropriately. Assessment and evaluation donot focus on the mastery of grammar for itsown sake.

Where possible, the prescribed learningoutcomes show progression through thegrades.

LANGUAGE-LEARNING STRATEGIES

Language-learning strategies are importantcomponents of a language program and arenow recognized as an essential part ofsuccessful language learning. Examples ofsuch strategies include using visual clues;recognizing cognates; recognizing, using, andadapting language patterns; using a variety ofwriting processes such as brainstorming,sharing, revising, editing, and publishing; andusing context to support and extend languagelearning. When students apply a range ofspecific strategies to their language learning,they are better able to understandinformation, clarify and negotiate meaning,and generally communicate more effectively.

The Language-Learning Strategies chart(page 5) shows a cumulative range ofstrategies suggested for each grade. ByGrade 12, students should be using the fullrange of strategies.

The language-learning strategies on page 5are strongly recommended, but may bemodified if necessary.



Language-Learning Strategies

As students progress through the grades, they should develop and apply a range of strategies toassist their comprehension and expression. Students need experiences that encourage them to:

• recognize cognates• use visual aids, actions, lists, and

pre-framed models• use visual and context clues to

guess meaning• use mime, gesture, and props to

help convey meaning• use repetition, alone or with others,

to practise and reinforce newlanguage

• record ideas or expressions withvisual images and symbols

• derive meaning by listeningattentively and participating fullyin activities

Grade 5 Grade 6 Grade 7


• use prior knowledge of a topic topredict meaning

• use formula phrases, includinggreetings and expressions ofpoliteness

• actively seek help by asking forclarification and repetition

• connect new topics to personalexperience

• use some English or mother-tonguewords, if necessary, to maintaincommunication

• develop personal notebooks anddictionaries to record newvocabulary

• recognize known [Target Language]words and cognates in new contexts

• ask for specific words in [TargetLanguage], if necessary, whilecontinuing communication

• listen to and practise pronunciation ofthe written word

• group new items into categories thatare personally meaningful

• self-evaluate progress by comparisonwith earlier performance or againstpersonal goals

• continue to record new vocabulary andphrases

• recognize and use common patterns• adjust the message in order to use

known expressions and vocabulary• use word webbing charts, tables, and

other graphic organizers to supportoral and written expression

• reflect on learning by recordingpersonal goals, successful strategies,and new vocabulary and phrases

• recognize and use common patterns• listen, view, or read selectively to

focus on key information• tolerate ambiguity of meaning when

unable to understand fully• transfer and adapt known structures

to convey meaning in new contexts• use a variety of writing processes to

convey personal meaning• plan ahead for communicative

activities by anticipating languageand resources needed

• take risks with the language to extendlanguage boundaries

• use a variety of reference materials,including dictionaries, forcomprehension and production

• set personal goals in language skillsand monitor their progress

• rephrase in [Target Language] tocompensate for unknownexpressions

• make personal notes to use as areference for oral and writtenproductions

• actively review common, usefulexpressions and patterns to refinecommunication

• self-monitor and correct recurring orsignificant errors in communication

• negotiate meaning by usingquestions in [Target Language] andother techniques for clarification

• summarize information in oral,graphic, and written form

• use dictionaries, grammars, andother reference materials for clarityof comprehension and expression

• seek out and create practiceopportunities in and out of theclassroom

Grade 11 Grade 12 Introductory Grade 11

• use visual and context clues toguess meaning

• use mime, gesture, and props tohelp convey meaning

• use prior knowledge of a topic topredict meaning

• recognize and use common patterns• tolerate ambiguity of meaning when

unable to understand fully• transfer and adapt known structures

to convey meaning in new contexts• use a variety of reference materials,

including dictionaries, forcomprehension and production

• set personal goals in language skillsand monitor their progress



Communicating

Learning outcomes listed under this organizerprovide opportunities for students to use[Target Language] to establish and maintainrelationships, share ideas and opinions, andto complete real-life tasks. This organizerembraces a variety of communicationskills—listening, reading, speaking,writing, viewing, and representing—inorder to reach students with a wide rangeof abilities, language traditions, andbackgrounds. It emphasizes authenticlanguage-learning experiences andthe application of a range of language-learning strategies. Teachers and students areencouraged to use an ever-increasing amountof [Target Language] in all activities andstudent/student and student/teacherinteractions.

In the process of communicating in [TargetLanguage], students are encouraged to takerisks.

Acquiring Information

In this age of rapidly expanding information,it is important for students to develop theability to understand and acquire informationfrom authentic sources in [Target Language](such as [Target Language] television orradio programs, films, magazines, businessand job advertisements, recipes, restaurantmenus, schedules, or Internet sites) tocomplete meaningful tasks. A meaningfultask is one that engages students inthoughtful learning and is relevant to theirlives.

In the process of acquiring information fromsources that are appropriate to their interestsand age levels, students are encouraged toapply a range of language-learning strategiesto assist their comprehension and expressionand to take risks.

The following curriculum organizers arestrongly recommended, but may be modifiedif necessary.

CURRICULUM ORGANIZERS

The components of this IRP are categorizedunder four curriculum organizers. Theseorganizers are based on the common reasonspeople have for wanting to learn anadditional language and have been used togroup the prescribed learning outcomes,suggested instructional strategies, suggestedassessment strategies, and locally approvedlearning resources. The curriculum organizersare:

• Communicating – to communicate withother people

• Acquiring Information – to acquireinformation for a purpose

• Experiencing Creative Works – toexperience creative works for linguisticand cultural exposure

• Understanding Cultural Influences – tointeract with and appreciate another culture

These curriculum organizers are practical andpurposeful. They allow program developersto address such matters as cross-curricularintegration and diverse learning rates, styles,and needs. They focus attention on the mostimportant purposes for studying an additionallanguage. In the classroom, they should notbe treated separately but should be integratedinto most activities.

Whenever possible, teachers should useand encourage the use of [TargetLanguage]. There are times, however,when English will be necessary to completea task or provide supporting detail for alearning activity, particularly in theorganizer, Understanding CulturalInfluences.



In some oral-based target languages,much of the acquired information willcome from native speakers of the targetlanguage community.

Experiencing Creative Works

Students learn a language most effectivelywhen they experience and appreciate itthrough music, dance, film, video, art,literature, storytelling by elders or membersof the cultural community, and other forms ofcreative expression.

Students will be motivated to continue theirlanguage studies when they have frequentopportunities to listen, view, and eventuallyread creative works in [Target Language] andrespond to them in various ways. Studentsshould be exposed to a wide range of creativeworks representative of the [TargetLanguage] culture, beginning with visual andaural works and progressing to written worksas students’ language skills develop. Overtime, students should be able to produce avariety of written, oral, and visual responses.

Teachers are encourage to explore, whereverpossible, cultural opportunities that may existwithin their own community.

Understanding Cultural Influences

When students communicate with others in[Target Language] and participate in culturalexperiences, they gain insight into the role ofculture. Through exploring [TargetLanguage], its cultural context, and its world,students develop an understanding of diverseperspectives and can better appreciate therole of other cultures as well as their own.

INTEGRATION WITH OTHER CURRICULA

When teachers and students see [TargetLanguage] as a practical means ofcommunication and not just a narrow fieldof language study, many opportunities openup for integration with other curricula. Theprescribed learning outcomes aredeliberately open-ended in nature toencourage teachers and students to makelinks to other areas of study such as jobinterviewing, mapping, graphing, music,or art. In secondary schools, teachers couldmake efficient use of this open-endednessthrough joint planning and joint evaluationtasks. (See Appendix C for examples ofintegrated units.) Integration in theelementary classroom is easier and maybegin with daily routines and proceduresconducted in [Target Language]. In this way,students will see [Target Language] as auseful means of expression.

SPLIT CLASSES

Teachers are encouraged to use the samethemes for both grades if possible, alternatingthe set of themes each year. The final task foreach theme should allow for a wide range ofperformances so students at all levels ofability continue to learn and be successful.For example, a theme on clothing may havepartners or small groups working toward afashion show with oral presentation. Youngerstudents might use less language and moreprops, or complete a different task, such asrole-playing a clothing purchase.



SUGGESTED INSTRUCTIONAL STRATEGIES

Instructional strategies have been includedfor each curriculum organizer and gradelevel. These strategies are suggestions only,designed to provide guidance for generalistand specialist teachers planninginstruction to meet the prescribed learningoutcomes. The strategies may be eitherteacher directed or student directed or both.There is no one-to-one relationship betweenthe learning outcomes and the instructionalstrategies, nor is this organization intended toprescribe a linear means of course delivery. Itis expected that teachers will adapt,modify, combine, and organizeinstructional strategies to meet the needsof their students and to respond to localrequirements.

SUGGESTED ASSESSMENT STRATEGIES

The assessment strategies in this IRP describea variety of ideas and methods for gatheringevidence of student performance, and provideexamples of criteria for assessing the extentto which the prescribed learning outcomeshave been met. Teachers determine the bestassessment methods for gathering thisinformation.

The assessment strategies or criteriaexamples are always specific to eachorganizer. Some strategies relate to particularactivities, while others are general and couldapply to any activity. It is expected thatteachers will adapt, modify, combine, andorganize assessment strategies to meet theneeds of their students and to respond tolocal requirements.

ASSESSMENT IN [TARGET LANGUAGE]

Since language is acquired in a spiraling andrecursive process, students will thrive in astimulating environment where risk-taking is

nurtured and errors are viewed as a naturaland informative part of languagedevelopment. When students understand therole of errors, they are able to make confidentdecisions about when to take risks and whento edit carefully for accuracy.

In grades 5 to 7, assessment places equalemphasis on three of the major communicationskills: listening, reading, and speaking. Fromgrades 8 to 12, equal emphasis is placed onlistening, reading, speaking, and writing.Such a balance in emphasis validates the oraland aural skills that have received lessattention in the past than reading and writing.Final evaluations in grades 8 to 12 shouldtherefore base 50% of the total grade on oraland aural skills.

In oral-based target languages, thesepercentages will need to be adjusted.

ABOUT ASSESSMENT IN GENERAL

Assessment is the systematic process ofgathering information about students’learning in order to describe what theyknow, what they are able to do, and whatthey are working toward. From theevidence and information collected inassessments, teachers describe each student’slearning and performance. They use thisinformation to provide students with ongoingfeedback, plan further instructional andlearning activities, set subsequent goals, anddetermine areas for additional instruction andintervention. Teachers determine the purpose,aspects, or attributes of learning on which tofocus the assessment. They also decide whento collect the evidence and which assessmentmethods, tools, or techniques are mostappropriate.

Assessment focuses on the critical orsignificant aspects of learning that studentswill be asked to demonstrate. Students



benefit when they clearly understand thelearning goals and expectations.

Evaluation involves interpretingassessment information in order to makefurther decisions (e.g., set student goals,make curricular decisions, planinstruction). Teachers evaluate studentperformance from the information collectedthrough assessment activities. Teachers usetheir insight, knowledge about learning, andexperience with students, along with thespecific criteria they establish, to makejudgements about student performance inrelation to learning outcomes.

Students benefit when teachers provideevaluation on a regular, ongoing basis. Whenevaluation is seen as an opportunity topromote learning rather than as a finaljudgement, it shows learners their strengthsand suggests how they can develop further.Students can use this information to redirectefforts, make plans, and establish futurelearning goals.

The assessment of student performance isbased on a wide variety of methods and tools,ranging from portfolio assessment to paper-and-pencil tests. Appendix C includes a moredetailed discussion of assessment andevaluation.

INTEGRATION OF CROSS-CURRICULAR

INTERESTS

Throughout the curriculum development andrevision process, the development team hasdone its best to ensure that this IRP addressesrelevance, equity, and accessibility issues.Wherever appropriate for the subject, theseissues have been integrated into the learningoutcomes, suggested instructional strategies,and suggested assessment strategies.Although an exhaustive list of such issues isneither practical nor possible, teachers are

encouraged to continue to ensure thatclassroom activities and resources alsoincorporate appropriate role portrayals,relevant issues, and exemplars of themessuch as inclusion and acceptance.

The ministry, in consultation withexperienced teachers and other educators, hasdeveloped a set of criteria to be used toevaluate learning resources. Although neitherexhaustive nor prescriptive, most of thesecriteria can be usefully applied toinstructional and assessment activities as wellas learning resources. See pages 28 through43 of the ministry document Evaluating,Selecting, and Managing Learning Resources(2002) for brief descriptions of these criteria,grouped under headings of Content,Instructional Design, Technical Design, andSocial Considerations. This document hasbeen distributed to all schools. Additionalcopies are available from the PublicationsBureau, order number RB0142, or on theministry web site.

EXEMPTIONS FROM THE LANGUAGE POLICY

Ministry of Education policy states that allstudents must take a second language as partof the required curriculum in grades 5 to 8.Students may be exempted from the secondlanguage requirement. An exemption mayapply to a student who is:

• identified as a student with special needsor receiving English as a Second Languageservice, and

• unable to demonstrate his or her learning inrelation to the outcomes in a course orsubject and grade for which an educationalprogram guide has been prescribed by theminister.



ESL STUDENTS AND

SECOND-LANGUAGE STUDY

Teachers of students for whom English is asecond language will need to be sensitive tothe varying rates at which these studentsdevelop communication skills. ESL studentsare likely to benefit from teacher modeling ofexpectations, real-life applications, directinstructions, incremental introduction oflanguage-learning skills, frequent review, anduse of graphic organizers (key visuals).[Target Language] teachers are encouraged touse a wide range of appropriate adaptationsto instruction and assessment to meet theneeds of individual students. When teachersprovide instruction in [Target Language],ESL students are placed on an equal footingwith their classmates.

STUDENTS WITH SPECIAL NEEDS AND

SECOND-LANGUAGE STUDY

Although ministry policy states that studentsmay be exempted from second-languagestudy because of special needs, not allstudents who have been identified as havingspecial needs should be exempted. Second-language study may actually enhance first-language development for some students.

Students representing a wide range of specialneeds could successfully participate in thiscourse because it uses a communicative-experiential approach. Teachers may need toadapt instructional strategies, activities, andevaluation methods for some students. Forexample, students with sensory impairmentsmay need amplification or additionaldescription to “view” videos.

Decisions to exempt a student from taking asecond language should be made only afterconsidering assessment information about thestudent’s cognitive, sensory, or physicaldisabilities.

When an individual student is exempted dueto special needs, the exemption must bedocumented as part of the IndividualEducation Plan (IEP). For example, studentswho are deaf might have difficulty with oralsections of a second-language curriculum.Students who are experiencing difficultyestablishing communication mightconcentrate on developing a communicationsystem such as Bliss symbols or voice-activated technology. Students withlanguage-processing disabilities may havedifficulties that preclude second-languagestudy. Such exemptions should includeconsultation with parents or guardiansas part of the IEP process.

The following teaching strategies might beused to assist students with special needs inthe [Target Language]-learning classroom.

• Adapt the Environment- Cluster students with particular gifts

or needs.- Use community resources for extension

and research.- Make use of preferential seating to

enhance research.- Create a space with minimum

distractions.- Change the location of the learning

activity to optimize concentration.- Make use of co-operative grouping or

pairing of learners.



• Adapt Presentation or Instruction- Provide extension activities for students

with special gifts and talents.- Offer choices for self-directed learning.- Provide advance organizers of key

information.- Demonstrate or model new concepts.- Adjust the pace of activities as required.- Change the wording of questions or

instructions to match students’ levelof understanding.

- Provide functional, practicalopportunities for students to practiseskills.

• Adapt Materials and Equipment- Use techniques to make the organization

of activities more explicit (e.g., colour-code the steps used to complete a task).

- Use manipulatives and other supportmaterials.

- Provide large-print charts or activitysheets.

- Use opaque overlays for text pages toreduce the quantity of visible print.

- Highlight key points in written material.- Provide software that has variable font

sizes.- Use adapted computer hardware and

appropriate software.- Provide alternative resources on the

same concepts at an easiercomprehension level.

- Provide or arrange for opportunities forindependent study (e.g., CD-ROM).

• Adapt Methods of Assistance- Train and use peer tutors to assist

students with special needs.- Arrange for teacher assistants to work

with individuals or small groups.- Collaborate with support teachers to

develop appropriate strategies forindividual students with special needs.

• Adapt Methods of Assessment- Allow students to demonstrate their

understanding of concepts in a variety ofways (e.g., murals, displays, models,oral presentations).

- Match assessment tools to student needs(e.g., oral or open-book tests, tasksperformed without time limits, teacher-student conferencing).

- Set short-term, achievable goals withfrequent feedback.

- Provide opportunities for students toassess their progress and set their owngoals.

LEARNING RESOURCES

The fundamental aim of this curriculum is toenable students to communicate in [TargetLanguage]. The curriculum focuses on thepurposeful use of language to perform real-life tasks, share ideas, acquire information,and enhance the understanding of culture.The kinds of learning resources available forstudents to use while learning the languageare vital to achieving this aim andimplementing this approach.

In order to help students achievecommunication goals and carry out real-lifetasks while learning [Target Language],learning resources should include authenticmaterials that reflect the language at work indaily life. The term realia is often used todescribe such resources, which could includenewspapers, magazines, web sites,information about entertainment, business,employment, food, holidays and celebrations,and artworks and artifacts reflecting theculture of the [Target Language] community.Community resource persons can enhancelanguage acquisition and provideopportunities to communicate in [TargetLanguage].



Ministry Procedures for SelectingRecommended Resources

The Ministry of Education promotes theestablishment of a resource-rich learningenvironment of educationally appropriatematerials intended for use by teachers andstudents. The media formats include, but arenot limited to, materials in print, video, anddigital resources, as well as combinations ofthese formats. Resources that supportprovincial curricula are identified through anevaluation process that is carried out bypractising teachers. It is expected thatclassroom teachers will select resources fromthose that meet the provincial criteria and thatsuit their particular pedagogical needs andaudiences. Teachers who wish to use otherresources to meet specific local needs musthave these resources evaluated through alocal district approval process.

Students may be expected to have somechoice in materials for specific purposes,such as independent reading or research.Teachers are encouraged to use a variety ofresources to support learning outcomes at anyparticular level. A multimedia approach isencouraged.

The ministry considers special-needsaudiences in the evaluation and annotation oflearning resources. As well, special-formatversions of Grade Collection resources(Braille and taped-book formats) areavailable.

Learning resources for use in BC schools fallinto one of two categories: provinciallyrecommended materials or locally evaluatedmaterials.

Provincially Recommended Materials

These materials have been evaluated throughthe provincial evaluation process and havereceived Minister’s Order and are listed inAppendix B of each IRP.

Locally Evaluated Materials

Learning resources may be approved for useaccording to district policies, which providefor local evaluation and selection procedures.

The locally evaluated resources listed inthis IRP have been approved for useaccording to district policies.

CURRICULUM[Target Language] 5 to 12


14 • Languages 5 to 12 Template: Curriculum


For many students, this is their first exposure toa second language. Because Grade 5 sets thestage for years to come, it is important that theexperience be non-threatening, rewarding, andenjoyable. Give students every opportunity tohear, repeat, and “play” with the language.Routinely give classroom instructions in [TargetLanguage] instead of English. Encouragestudents to use drawings and other visual aids aswell as non-verbal gestures to extendcommunication.

• Provide opportunities for students to heargreetings and expressions of politeness (e.g.,begin lessons with Good day. How are you?)Have students create posters or a mural ofgreetings and expressions of politeness.

• Using pre-framed models, have students role-playusing greetings and expressions of politeness.A. Good day.B. Good day.A. My name is ___________. What’s your name?B. My name is __________. How are you?A. I’m well. And you?

• Have students interview partners to obtaininformation such as name, age, likes, anddislikes. Students then introduce their partners tothe class, using the following format:This is my friend. His/her name is ________.He/she lives ________. He/she likes ________.He/she doesn’t like ________.His/her favourite clothing is ________.His/her favourite pastime is ________.

• As a class or in partners, have students createand demonstrate gestures to represent a need or awant, e.g., I need a pencil (gesture could bewriting on hand), I don’t understand (gesturewith hands). Provide students with opportunitiesto use expressions of wants or needs, for example,students could draw pictures of five things theyneed for school and label them.

• Open the day with Calendar Time in [TargetLanguage]. Present seasonal poems, celebratebirthdays, and ask students to respond toquestions on the date, time, season, weather,temperature, and how they are feeling (e.g.,What is the date? What time is it? What is thetemperature?)

It is expected that students will:• ask and respond to simple questions• present information about themselves• recognize and use simple greetings and

expressions of politeness• communicate likes, dislikes, needs, and

wants• respond to classroom instructions

RECOMMENDED LEARNING RESOURCESSUGGESTED ASSESSMENT STRATEGIES

Languages 5 to 12 Template: Curriculum • 15


At this level, students often feel awkwardattempting to communicate in a new language. Ina supportive environment, they can begin to feelmore comfortable and gain satisfaction fromexploring and demonstrating their new skills.Assessment should encourage risk-taking andparticipation, rather than emphasize correctness.

• As students engage in communication activities,observe and note the extent to which they:- listen actively to follow instructions- choose the appropriate expression from those

they have practised- approximate [Target Language] pronunciation- take risks to speak in [Target Language]- experiment with sounds and words- participate willingly in classroom activities in

[Target Language]- support and encourage each other

• After students have been introduced to newvocabulary and structures, note the extent towhich they comprehend the spoken word byaccurately representing it through models,illustrations, and actions.

• When students create pictures or posters, assessthe extent to which they:- reproduce key vocabulary accurately- include supporting details in the form of

illustrations, graphics, photos, or symbols


Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc/Videodisc

Multimedia

Music CD

Print Materials

Slides

Software

Video

Community Resource People/Elders



GRADE 5 • Acquiring Information

Students at this level already use a variety ofstrategies for accessing information in their ownlanguages. By identifying these strategies, theycan use them more effectively in [TargetLanguage] and become more confident whenworking with [Target Language] materials.

• After introducing food vocabulary in [TargetLanguage], ask students to look at a simple[Target Language] menu and draw and labelsome of the dishes. Invite students to participatein a survey to determine which of the dishesmost class members would enjoy.

• Have students use a [Target Language] student’stimetable (shown on the Internet) or give them asample timetable in [Target Language] to extractinformation about the student’s school day. Askeach student to prepare their timetable in [TargetLanguage], noting subjects and teacher(s).Students could display their timetables on abulletin board.

• Provide students with a selection of greetingcards for a chosen celebration (e.g., birthday,special occasion). Have students identifycommon [Target Language] expressions and usethem to create cards for classmates, perhaps on acard-making web site.

• Play a [Target Language] song to the class. Havestudents illustrate key words in the song.Students could then create posters based on thesong.

It is expected that students will:• identify selected information from [Target

Language] resources to complete meaningfultasks

• express acquired information in oral andvisual forms




Assessment of the prescribed learning outcomesfor this organizer focuses on students’ ability toacquire the information they need to perform theassigned tasks. Tasks should be designed to allowstudents to represent the information they haveacquired without necessarily using spoken orwritten language.

• As students work with [Target Language]materials (e.g., menus and school timetables) andgather information such as food preferences, lookfor evidence that they are able to: - recognize key information and cognates- understand words and phrases that are repeated

frequently in the same context- anticipate familiar or repeated patterns- recognize and make generalizations about

[Target Language] spelling patterns and wordendings

- use pictures to make predictions about thelanguage

• When students use visual representation to reflecttheir comprehension, assess the extent to whichthey:- recognize words or identify key information- use strategies for discovering the meaning of

unfamiliar words- actively listen

• To assess students’ greeting cards, consider theextent to which they:- visually convey the message- use appropriate expressions- provide complete information


Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc/Videodisc

Multimedia

Music CD

Print Materials

Slides

Software

Video




GRADE 5 • Experiencing Creative Works

In the first years of language study, students’exposure to songs, rhymes, and picture booksprovides a source of original [Target Language]which is simple and repetitive, yet rewarding andstimulating. Student responses typically involvevery little language—students may be asked todraw, mime, move to music, or sing the chorusof songs.

• Students listen to a song or story from the [TargetLanguage] world. Once students have learnedthe meaning of the words, they create actions togo along with the words. Students may also usemusical instruments to accompany the rhythm ofthe song.

• Students work in groups to illustrate a poem,nursery rhyme, song, or short story the class haslearned. Using large paper, each group copiesand illustrates a line of the work. The pages canbe compiled in a class anthology and added tothe class resource library.

• Show students one or more episodes of achildren’s TV program or video in [TargetLanguage]. Students can make puppets of theirfavourite characters and use them in vignettes.

• Play a recorded song from a [Target Language]region. Have students identify as muchvocabulary as possible and brainstorm in order todetermine meaning. Once the meaning isdetermined, replay the song and have studentslearn to sing it. Draw students’ attention to[Target Language] pronunciation and intonation.

• Present a demonstration or video of typicaldances from [Target Language] culture. Invitestudents in small groups to choose a dance andlearn a few basic steps. Groups present theirsteps to the rest of the class.

It is expected that students will:• respond to creative works from [Target

Language] culture




Student assessment at this level focuses onparticipation and response. As students becomefamiliar with a particular work and with thatgenre of creative works, they respond withincreased confidence and pleasure. Responseactivities at this level involve representationswith minimal linguistic demands. Criteria forassessment emphasize participation andengagement with the culture and creativeprocesses, as well as risk-taking with thelanguage.

• As students learn [Target Language] songsor stories, or present examples of [TargetLanguage] dances, look for evidence thatthey are:- taking risks to sing in [Target Language] or

dance in [Target Language] styles- curious about the meanings of the songs or

dances- trying to match their interpretations (gestures

and expressions) to the meanings or moods- attentive and responsive to other students’

interpretations- willing to extend or repeat the activity (e.g.,

adding props to their performances andvoluntarily using the lyrics or dance steps insubsequent activities)

• When groups of students illustrate a creativework, note the extent of their:- group communication skills- engagement in the task- interest in and enthusiasm for the original

work- interest in their classmates’ illustrations- ability to capture the meaning of the original

work• After students have created their puppet

characters, note the extent to which they:- are able to use the puppets to communicate

effectively- show respect for the work of their classmates


Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc/Videodisc

Multimedia

Music CD

Print Materials

Slides

Software

Video




GRADE 5 • Understanding Cultural Influences

It is important to establish an atmosphere ofmutual respect in the classroom to encouragestudents to share backgrounds and traditions.The focus should be on students’ participationin identifying [Target Language] countries orregions in the world and their growing awarenessof [Target Language] culture in BritishColumbia.

• Assist students in developing an understandingof their cultural backgrounds, including thespecial foods they eat, special celebrations, andculturally significant objects relating to theirheritage. Students might then organize displaysto introduce their classmates to their culture.Displays could include samples ordemonstrations, personal objects, briefexplanations of special traditions, photos, orgeographic details.

• Provide historical background information aboutthe [Target Language] presence in BritishColumbia. Ask students in small groups to useatlases to find and record [Target Language]place names in the province. This informationcould be used as a starting point for furtherresearch on [Target Language] culturein BC. Using their newly acquired knowledge,students create a board game and make upquestions and answers (in English or [TargetLanguage]) to challenge their classmates’knowledge.

• After the class has learned about a variety of[Target Language] holidays, have studentschoose ways of demonstrating their knowledge,for example:- create holiday calendars with each square

showing a custom associated with the holiday- make greeting cards, design banners, or create

other decorations- make posters advertising activities associated

with a holiday - collaborate to make a mural or display

• Have students create collages or murals thatrepresent what they know and have learnedabout [Target Language] culture. Their collagesor murals will be mostly visual but may includeappropriate words from [Target Language].Students may add to their artwork over a periodof time as they learn more about the culture.

It is expected that students will: • identify elements of their own and

classmates’ cultural backgrounds• demonstrate an awareness of [Target

Language] culture in British Columbia




Assessment at this level focuses on students’participation in cultural activities and theirincreasing awareness of [Target Language]culture. Much of their awareness will bedemonstrated in graphic and visual formats,with some commentary in English.

• When students present their displays, note theextent to which they:- include key features from their own

backgrounds- attempt to engage their classmates’ interest- respond to questions by elaborating or

clarifying information- ask questions to extend their understanding- listen attentively- support and encourage one another

• After students have researched [TargetLanguage] place names and [Target Language]culture in BC, ask them to respond to promptssuch as:- The most important thing I learned was

_____________ .- I was surprised that _____________ .- I would like to learn more about

_____________ .• To assess creative activities such as posters,

murals, collages, or greeting cards, consider theextent to which students:- convey meaning in [Target Language] by

combining pictures, words, and actions- present key words in [Target Language]


Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc/Videodisc

Multimedia

Music CD

Print Materials

Slides

Software

Video





It is expected that students will:• make and respond to simple requests• present information about themselves and

others• use greetings and expressions of politeness• identify formal and informal forms of address• express preferences and interests• participate in known and predictable

classroom situations

The emphasis at this level is on continuing to helpstudents develop positive attitudes to learningand using [Target Language]. Students may feelsuccessful using the [Target Language] theylearned in Grade 5, but need the challenge of newtopics and new situations. Interactions withpartners and small groups are more frequent.Pre-framed models continue to help studentsexpress their ideas.

• Using pre-framed models, have students role-play using greetings and expressions ofpoliteness. As an extension, create a writtendialogue similar to their role-play format.Separate the dialogue into individual sentences(i.e., cut sentences into strips or write onseparate index cards). Have students reconstructthe dialogue and present it to the class.

• Ask students to complete a questionnaire relatedto their preferences and interests. For example:

What do you prefer? Answer:1. chocolate or strawberry ice cream ________2. swimming or playing football ________3. singing or dancing ________4. oranges or apples ________

As a follow-up, ask students to work in smallgroups to create surveys or posters representingtheir preferences and interests.

• Play Go Fish! Using index cards or slips ofpaper, each student creates ten pairs ofillustrated and labelled vocabulary cards (or theteacher can generate the cards). With a partner,they combine and shuffle both decks, drawingfive cards each. Students take turns asking theirpartner, for example, Do you have a bicycle?The partner either hands over the card, sayingYes, I have a bicycle, or says Go fish, and thestudent who asked draws a card from the deck.When students get a pair, they lay the two cardson the table. The game continues until oneplayer runs out of cards.

• Provide opportunities for students to follow andlead routine classroom activities (e.g., CalendarTime, star of the week).




Assessment activities at this level should supportstudents as they develop comfort and confidencein their emerging language skills. Students’enjoyment of language learning is a continuingpriority. Students are expected to take risks andpersonalize their experiences, attempting to usepreviously learned structures. Assessment focuseson students’ participation in speaking, listening,and viewing activities. Students demonstratetheir learning orally and through visualrepresentations.

• To assess students’ abilities in a role play, game,or other oral interaction, note the extent to whichthey are able to:- use structures and vocabulary they have

practised- reproduce or approximate pronunciation of the

more familiar words they use- use appropriate intonation or emphasis- smoothly say phrases they have practised,

pausing after phrases or groups of words- recognize the difference between formal and

informal forms of address• To assess students’ abilities in classroom oral

activities such as surveys or card games, bringthe class together to talk about how effectivelythey were able to use familiar structures andvocabulary in a new situation:- Which parts of the activity went well?- Did they obtain the information they wanted?- Which questions were most difficult to ask?

Why?- How did they help others get the information

they wanted? How did others help them?- What did they notice about their use of [Target

Language]?


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It is expected that students will:• extract selected information from [Target

Language] resources to complete meaningfultasks


At this level, students’ ability to use [TargetLanguage] is minimal, but their ability to accessinformation in their own language and display itvisually is already quite developed. As studentsapply strategies such as predicting, connecting,and guessing from clues, they experience successand develop confidence in working with [TargetLanguage] materials.

• Have students look at a selection of age-appropriate [Target Language] resources (e.g.,magazine articles, videos, the Internet). Askstudents in groups to select a topic (e.g., fashion,sports, music) and create and present a visualdisplay (e.g., chart, collage, poster, brochure,mobile) based on their research.

• Have a [Target Language] guest (or student)demonstrate putting together a [Target Language]dish. Provide students with a task sheet on whichthe steps are written in the incorrect order.Students number the steps in the correct orderand match pictures of the ingredients to their[Target Language] names. Students then make afood collage with paper ingredients and give acommentary.

• Have students view several [Target Language]advertisements or commercials aimed at children(from TV, Internet, magazine, or videoresources). Ask them to note information aboutthe names of products, types of product, and ifthey would purchase these products or not. Foreach commercial, ask students to identify [TargetLanguage] words or expressions they recognize.Then have students create an ad or commercialfor their favourite product.




Students at this level may not be able to providedetailed explanations of the information theyacquire. Assessment focuses on their abilityto discover and use key ideas and overallimpressions, along with selected details.Assessment tasks should allow students torepresent their understanding in ways thatrequire minimal use of language.

• As students work with age-appropriate resourcessuch as magazine articles, videos, the Internet, oradvertisements, note and encourage theirattempts to use cues and strategies to anticipateand confirm meaning, such as:- context (including purpose and form of the

material)- visual cues and text features- cognates- knowledge about familiar words and patterns

to make inferences about new vocabulary• To assess students’ understanding of key

information in a cooking demonstration, look fortheir:- recognition of vocabulary related to

ingredients, utensils, and cooking instructions- reproduction of some [Target Language]

vocabulary in understandable form- correct sequencing of steps in the cooking

process• When students collect information from [Target

Language] materials and commercials andrepresent it visually or orally through ads orcollages or by classifying information, note theextent to which they are able to:- identify key topics- recognize familiar vocabulary- tolerate ambiguity and persevere with a task

even though they do not understand the entirepiece

- recognize the purpose or point of view- include relevant and accurate details- participate in the discussion


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Language] culture

By providing students with opportunities toexperience creative works, teachers canencourage them to enjoy the language in all itsforms. Creative works at this level might includea catchy song, a rhyming poem, or a big-bookstory. Students’ comprehension of the work andtheir responses to it will rely heavily on visualand contextual support.

• Show students an animated video or a simplepicture book and have them respond byrecreating a favourite scene through role play ora mime for other students to guess. Studentscould create publicity posters or use art media toreproduce or expand scenes.

• Over a period of time, have students view [TargetLanguage] visual works such as paintings,photos, carvings, and sculpture (originals, in abook, from slides, or on the Internet). For eachpiece of work, students record the artist and titleof the work and provide a personal comment intheir journal or Learning Log.

• After students hear or view a simple story, havethem select an event, image, or character torepresent visually (e.g., in a drawing, collage, orcomputer graphic). Students present theirillustration, make three comments about it, andrespond to questions from their classmates.

• While students listen to a contemporary song,have them find cognates and familiar words topredict the possible content or theme of the song.Point out key words to assist understanding ofgeneral meaning. Student groups couldchoreograph a dance to accompany the song,mime the meaning as the song plays, or lip-syncwith it.

• Over the course of the year, introduce students toa variety of simple poems, nonsense rhymes, ortongue twisters in [Target Language]. As studentsbecome familiar with these works, they can usethem as prompts for various activities or simplyto explore the language.




Students demonstrate their interest andengagement in creative works through theirparticipation, enthusiasm, and attentiveness. Asthey explore an increasing variety of genres, theybegin to make generalizations about what theysee and hear, and connect their experiences of[Target Language] creative works to those ofother countries or regions.

• In role-play activities, look for evidence thatstudents:- participate willingly- convey meaning- use familiar and appropriate vocabulary and

phrases- interpret the scenes correctly

• After students view visual works, consider theextent to which they:- recognize key themes- offer personal responses- correctly identify artists and titles

• When students present their illustrations andrespond to questions, look for:- interest and engagement in the task- personal connection to the image selected- attempts to engage others in the selected scene,

character, or idea• When students perform their interpretation of a

song, look for evidence that they:- participate willingly- understand the content- try to interpret the mood of the song

• To assess students’ comprehension as they areretelling a story, look for evidence that they:- understand the story- recognize cognates- use visual aids to derive meaning- are willing to offer personal responses- are beginning to make generalizations


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It is expected that students will:• identify selected characteristics of [Target

Language] culture• identify elements of [Target Language]

culture that are similar to or different fromtheir own

Because students at this grade level will be askedto share aspects of their cultural backgrounds, itis important to establish an atmosphere of trustin the classroom. When discussing similaritiesand differences, avoid stereotyping. Instead,emphasize the ways in which diversity enrichesthe classroom experience and brings life to thestudy of [Target Language].

• Ask students to brainstorm a list of special eventscelebrated by their families. Have each studentchoose an important family celebration andcreate a poster representing it. Students thenpresent their celebrations to the class, using theirposters as prompts, and the class completes aCelebrations of Our Class chart. Headings mightinclude: Name, Special Occasion, Date, andInteresting Features. Students could discusssimilarities between the celebrations presentedand those of the [Target Language] world.

• Provide students with, or have them find, recipesof [Target Language] dishes written in bothEnglish and [Target Language]. Students formgroups of three or four and try out their favourite[Target Language] recipe at school or home,using the English version as a reference whennecessary.

• Have an ongoing letter or e-mail exchange witha [Target Language] class. Students ask thecorresponding class throughout the year torespond to group surveys to determinepreferences in sports, music, food, pastimes, andother interests. Collect or read letters before theyare sent.

• Discuss a cause that is important in the local[Target Language] community. Invite students tohold a flea market or garage sale to raise fundsfor the cause. Students could make postersadvertising the sale and describing why they arefundraising. Have students collect objects to sell,write descriptions of them, and price them. Ifappropriate, change prices to [Target Language]currency and set up an exchange booth.




As students talk and write about their owncultural experiences and engage in classroomcultural activities, they reveal the extent of theiropenness and interest through their participationand the questions they ask. Students’ attitudesplay a key role in their development of culturalunderstanding.

• As students present their special events orcelebrations, note the extent to which they:- include all required information- show interest in the celebrations of various

cultures- have researched the topic- use visual prompts

• As students look for recipes and then create a[Target Language] dish, note the extent to whichthey:- attempt to use the [Target Language] version

of the recipe unless they cannot proceed- recognize specific [Target Language]

ingredients- are willing to try new dishes and experiment

with food• As students discuss cultural events and customs,

observe and note evidence of their interest andunderstanding. For example, to what extent dostudents:- ask questions of each other- volunteer information about their own families

and communities- speculate about reasons for particular customs

or behaviours- offer to find out the answers to questions- volunteer information they have discovered

about other cultures• As students exchange letters, note the extent to

which they:- identify preferences that are similar to and

different from their own- provide requested information- complete the task

• As students take part in the fundraising activity,look for evidence of:- active participation- understanding of why the cause is important in

the [Target Language] community- ability to express costs in [Target Language]

money- cooperation with others


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It is expected that students will:• ask for and give simple information• exchange information about themselves• recognize and use formal and informal forms

of address• share information about activities and

interests• participate in classroom activities• begin to derive meaning in new language

situations

At this level, students are working with somememorized language and can begin to connectideas to form complete messages or shortinteractions. They use writing for referencepurposes and to develop their language skills,although accuracy of written expression is notevaluated in Grade 7.

• Pin a card with the picture or name of a famousperson, cartoon figure, or other character on theback of each student. Students must ask eachother questions in order to determine the name ofthe person on their card. For example: Am I aman or woman? Am I old or young?

• Ask students in pairs to role-play makingarrangements for meetings with friends. Havepartners ask each other questions to elicitinformation regarding times, places, and dates.

When _____________ ? At what time _____________ ? Where _____________ ?

As an extension, students can work in pairs tocreate invitations to a [Target Language]celebration or other special event, incorporatingthe information they practised in the role-play.Ask students to use the appropriate form of addressdepending on who the invitation is for.

• On a map of the school, a [Target Language]town, or a city centre, place map flags or stickersidentifying important locations (e.g., gymnasium,office, swimming pool, market, bus station,bakery, bank). Have students take turns being thetour guide giving directions to get from one pointto another.

• Encourage students to keep an ongoing record ofuseful phrases and survival expressions such as:- Could you lend me a pencil?- I don’t understand.- Please repeat that.Students could record everyday phrases on cuecards and attach them with a clip ring. They caneasily add cue cards throughout the year as theyacquire more vocabulary and expressions.




At this level, students begin to engage in morecomplex interactions that build on the frequentlyused expressions and language they haveacquired. When assessing student development,consider both the extent of their participation andtheir level of comprehension and understanding.

• As students try to determine the names on thecards, note the extent to which they:- participate in the activity- formulate questions- respond to questions- take risks to speak [Target Language]- experiment with new vocabulary and structures- approximate [Target Language] pronunciation- support and encourage each other to complete

messages• Observe role-playing activities for evidence that

students are increasingly able to:- make themselves understood in [Target

Language]- use learned patterns and vocabulary- take risks to add details or use unfamiliar

language- use strategies such as non-verbal

communication and visual props to supporttheir messages

- recognize and respond to familiar words andpatterns

• At the end of each class, have students usechecklists to rate their performance on aspects oftheir daily oral communication. Items mightinclude:- I volunteered questions and information.- I practised new vocabulary and patterns.- I talked only in [Target Language].- I tried to correct my own mistakes.- I supported and encouraged others.

• When students keep a record of useful phrasesand survival expressions, review the list forevidence that they:- add to the list- refer to the list when required


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It is expected that students will:• extract and retrieve selected information

from [Target Language] resources tocomplete meaningful tasks

• express acquired information in oral, visual,and simple written forms

By now, many students are ready to use age-appropriate material to acquire more detailedand specific information. Their growingcommunicative skills permit them to begin totransfer and substitute language in the resourcesto suit their own purposes. Their growing [TargetLanguage] listening skills permit them torecognize known vocabulary in its written formand attempt to pronounce unfamiliar words thatfollow regular spelling patterns. The use of a[Target Language]-English dictionary or aglossary helps students explore written materialmore independently and in greater depth.

• Invite a guest who is fluent in [Target Language]to give the class a short presentation. Forexample, a firefighter might discuss fire safety.Have students then prepare a poster campaignfor the school based on the presentation (e.g., toraise fire-safety awareness). Posters coulddisplay three important rules learned from thepresentation.

• Have students select an article from a [TargetLanguage] magazine or newspaper and identifyat least five facts. Using the information theyhave retrieved from the article, students prepareand present a newscast to the class. Students mayuse props (microphone, picture from magazine,blazer) to make their presentation more realisticand fun.

• Work together with the class to select a theme ortopic to research. Collaboratively create a list ofquestions that individual students will findanswers to. Students should use a variety of[Target Language] resources, including printmaterial, the Internet, and community resourcepeople for their research. Students then presenttheir findings orally, supported by visuals.

• Invite a high school [Target Language] student toclass to give a short presentation about highschool life. Students are to ask questions in[Target Language]. Students then prepare a listof three things they most look forward to aboutgoing to high school.




While many of the information tasks at thislevel continue to rely on visual representations,students should also be expected to use somebasic, well-practised [Target Language]vocabulary and language structures. Linguisticrequirements should be simple and require only aminimum of transfer or adaptation of patterns.Assessment for this organizer continues toemphasize the extent to which studentssuccessfully find and use the informationrequired to complete specific tasks.

• When students represent or report on informationthey have acquired, note the extent to which theyare able to:- identify and recount the key ideas or

impressions- include relevant and accurate detail- reproduce some of the [Target Language]

words and patterns in an understandable form- organize and sequence their information

appropriately (e.g., when giving instructions)• When students are working on assigned tasks, use

a class list to note observations about the extentto which they:- approach tasks with confidence- persevere—try different approaches or

strategies when having difficulty- tolerate ambiguity—use the information they

understand without being frustrated by gaps intheir knowledge

• Provide or develop with students a list of criteriato be used for self- and teacher assessment whenstudents are working with [Target Language]resources. For example:- recognizes familiar words in new contexts- uses cognates when appropriate to help acquire

meaning- uses a thematic or bilingual dictionary

appropriately (e.g., to confirm and locate themeanings of selected key words)

- uses non-verbal clues (e.g., context, gesture,intonation, graphics, pictures) to supportmeaning

- uses knowledge of common patterns to makepredictions and inferences


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GRADE 7 • Exploring Creative Works


Language] culture

Students at this level can recognize familiarlanguage in creative works and can sometimesuse their growing range of strategies to makeeducated guesses at the meaning of newexpressions. Students will benefit by being giventhe opportunity to choose the way they respondto creative works, for example, painting, video,song, or dance.

• Present students with examples of crafts fromvarious [Target Language] regions or countries.Students choose one craft to make and present ina class art show, giving background informationand explaining how the object relates to theculture.

• Have students view a Grade 7-level [TargetLanguage] video. After the video, students workin groups to create posters depicting the content.Posters can be displayed around the room.

• Have students listen to songs in [TargetLanguage]. As they listen and follow lyricsheets, they note repeated phrases, words, orrhythms. Groups then sing or practise lip-syncroutines which they present to the class.

• Invite students to view examples of sculpture orcarving commemorating important people andevents in [Target Language]. Then have themcreate their own sculpture or carving usingappropriate [Target Language] symbols andimages. Have students share their work first witha partner and then with the class, explainingwhat it represents or symbolizes.



GRADE 7 • Exploring Creative Works

As students develop their knowledge of andfacility with [Target Language], they are able toexperience and respond to an increasing range ofcreative works, including those they seek outthemselves. Assessment information most oftencomes from observing students’ participation andengagement, and reviewing their responses andreflections.

• When evaluating students’ craft presentations,look for evidence of their:- inclusion of relevant and creative detail- willingness to engage in the task- willingness to take risks in presenting to the

class- ability to give background information- cultural understanding

• As students work in groups to create postersdepicting the content of the video, note theextent to which they:- are willing to engage in the task- convey the theme or plot of the video- demonstrate effort

• As students listen to and sing or lip-sync songs,note the extent to which they:- respond to the meaning as well as the sounds

and rhythms- make connections with other music they have

heard- are open and willing to engage in new

experiences• Before students make their own carving or

sculpture, work with them to develop criteriasuch as:- shows attention to detail of the sample

carvings or sculptures- uses appropriate [Target Language] symbols

and images in their work


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It is expected that students will:• identify and share family customs and

routines• identify elements of [Target Language]

culture present in British Columbia andCanada

Students should have opportunities in class toexplore aspects of their family and communitytraditions in order to see the similarities thatexist beneath surface differences. Students willalso continue to explore and experience, wherepossible, aspects of the [Target Language] world.

• On a monthly basis, assign students in groups totake turns maintaining a classroom bulletin boardthat focuses on the [Target Language] world,including British Columbia and Canada. Suggestthat groups display newspaper and magazinearticles they collect from home, the Internet, orother sources. At the end of each month, have theassigned group present a synopsis of the posteditems.

• Have students exchange e-mail or letters withelementary students in a [Target Language]country or region. Students can write in Englishand/or [Target Language]. Encourage students toask about topics such as food, clothing, pastimes,traditions, and school schedules. Afterexchanging letters, students prepare a shortpresentation to the class comparing the life oftheir new friend with their own.

• Have students find out about the cuisine in a[Target Language] country or region. Studentsthen choose a restaurant name and create a menuincluding the specialties of that region. Studentscould also prepare a shopping list of the specific[Target Language] ingredients that would benecessary to create each dish. As an extension,have students role-play a scene at a [TargetLanguage] restaurant and order from the menusthey have created.

• Invite the class or school to organize a simulationof a major celebration common in [TargetLanguage] culture (e.g., special feasts, ChineseNew Year, Mardi Gras).

• Over time, have students create a classroom chartwith examples of [Target Language] culturalinfluences in British Columbia and Canada.




Students demonstrate their understanding ofcultural context through their participation inand response to a variety of activities. At thislevel, students should demonstrate a growingawareness of [Target Language] culture.

• Establish expectations and criteria for bulletin-board displays and synopses through discussionwith students. Criteria might include: - information comes from a variety of

resources, including the Internet- display is logically organized- a variety of topics about [Target Language]

culture are included- synopses are accurate, focus on key events,

and include interesting details to engagestudents’ interest

• As students reflect and report on their key/penpalpresentations, note the extent to which they:- identify daily activities or routines- include relevant details about what they

discover- notice key similarities and differences about

the two cultures- represent information in a clear and organized

fashion• When students prepare a menu and grocery list,

look for evidence that they include:- a variety of dishes- the name of each dish or ingredient- the appropriate heading in the menu (e.g.,

appetizer, main course, dessert)• When students make comparisons between their

own culture and [Target Language] culture, notethe extent to which they:- demonstrate sensitivity to and respect for

cultural differences- recognize patterns and attempt explanations,

but avoid stereotyping and overgeneralizing- distinguish between contemporary and

traditional characteristics- notice similarities to and differences from

other cultures


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It is expected that students will:• ask for and give information, permission, and

clarification• seek information about activities and interests• participate in familiar activities (real or

simulated)• recognize events as past, present, or future• derive meaning in new language situations

Grade 8 students use [Target Language] as a toolfor communicating about everyday topics theyenjoy talking about, such as themselves, theirfriends, and favourite activities. In order forstudents to experience success, they must beprovided with a safe environment for languagerisk-taking and multiple opportunities to practiseand develop the language in new and interestingcontexts and in different groupings—pairs, smalland large groups, and individually.

• Provide students with a frame for a personalletter they can adapt by adding their owninformation. Suggest that in their letter they usequestions they have practised to ask respondentsfor similar information. Have students carefullycheck their written work and consult withpartners and the teacher before sending theirletters to an exchange class.

• In groups (or as a class), have students create agame show with real or imaginary contestants.This show should use simple questions andanswers. For example, students could bringobjects from home or cut out pictures of objectsfrom magazines. Contestants would ask thegame host information about these objects beforethey guess the price. Imaginary prizes and thememusic could add to the atmosphere.

• Have students bring objects to class that arerepresentative of their interests and hobbies. Insmall groups, they explain why the objects areimportant. After students have finished, ask theclass to remember who brought each object.

• Suggest that students work in pairs to role-playtelephone conversations in which they planweekend activities. Partners should findactivities both students would enjoy. Plans couldinclude where they will go, who will go withthem, when they will leave, and what they willtake along.




In Grade 8, writing is added to the group ofskills assessed. Writing is the easiest form ofcommunication to assess because it can becollected and analysed; however, it should not beoveremphasized at the expense of oral skills. Asstudents develop oral and written skills, errorsare a natural and predictable part of languagedevelopment, and provide valuable informationto both learner and teacher. When studentsunderstand the role of errors, they are able tomake confident decisions about when to takerisks, and when to edit carefully for accuracy.

• Assess students’ penpal letters before they aremailed, recording observations on removablenotes or separate sheets. Criteria might include:- contains complete sentences that convey

personal information- uses questions practised in class- shows evidence of self-correction- errors do not interfere seriously with the

message• Use a class list to record observations of

students’ oral interactions as they engage in classand small-group tasks. Observing three to fourstudents per period during oral activities willprovide useful information for ongoing oralassessment. Alert students to the specific criteriaor features that will be recorded. Possible criteriainclude noting the extent to which students:- volunteer useful questions and information- use and practise recently acquired vocabulary

or structures- make their messages understandable and

appropriate- support meaning with gestures, intonation, and

body language- persevere in [Target Language] when they

cannot understand or be understood at first(e.g., repeating, rephrasing, attempting to self-correct, using gestures)

- take risks to include interesting information orlanguage

- support and encourage other students whenthey speak in and listen to [Target Language]


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It is expected that students will:• extract, retrieve, and process selected

information from [Target Language]resources to complete meaningful tasks

• express acquired information in oral, visual,and written forms

Students at this level are generally interested inacquiring information about things when there isa meaningful reason for doing so. It is importantto select interesting, age-appropriate [TargetLanguage] materials and keep the tasks fairlysimple. Students need acquire only theinformation required to complete the tasksuccessfully. The format and context of theinformation should be familiar to them (e.g., teenmagazine survey, newspaper or television ad,penpal letter, e-mail, web site).

• Give students a [Target Language] map. Havethem choose a point of interest, then write a notethat gives directions to the destination. Studentsform partners, exchange notes, and follow thedirections to reach the appropriate destination.

• Show students a video of a movie or play in[Target Language]. Have them note keyinformation about characters, plot, and setting.Using this information, partners role-play beingmovie critics, describing the movie and offeringtheir critique of it. Students could also prepareposters as backdrops for their “show.”

• Have students listen to or view sports highlights(TV/radio) in [Target Language] and identify keyinformation, creating illustrations of the keyplayers, the score, and expressions used byplayers, fans, and commentators.

• Invite students to research a [Target Language]pop singer of their choice. Students note thesinger’s name, birthday, nationality, song titles,and other interesting information. Studentspretend to be hosts at a music award show andpresent their artists, along with a music clip, tothe class.




In a communicative-experiential approach tolanguage learning, students acquire and useinformation to complete realistic tasks. Thepurpose or task dictates what information isneeded; students demonstrate their skills andstrategies by how they use and present theinformation to complete the task. Assessmentof these skills usually occurs in the context of anintegrated communication task where teachersassess several curriculum organizers at thesame time.

• To assess students’ comprehension of directions,note the extent to which they:- offer complete, detailed information- use information that is accurate and appropriate- incorporate useful vocabulary, expressions, and

language structures- are able to follow the directions presented in

the note• When students are engaged in role-plays, note the

extent to which they:- remain actively engaged in the interaction- use appropriate vocabulary related to the theme- communicate in complete sentences- attempt to use approximate pronunciation and

intonation- attempt to support each other

• Work with students to develop criteria forassessing their work with audio or videoresources. For example, they might be expectedto recognize and convey:- topics or purposes- overall moods or feelings of actors or

commentators (e.g., neutral, disappointed,excited)

- names of some of the people involved- locations- key events or information- outcomes or conclusions- some new vocabulary they want to learn

• As students present their music artist, look forevidence that they:- use a variety of research sources- note appropriate biographical information- present information in understandable [Target

Language]- take risks with language use


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It is expected that students will:• respond to authentic creative works from

[Target Language] culture

At this age, students develop a strong interest inpopular culture in the form of music videos,popular music, and films. They benefit fromopportunities to experience works by [TargetLanguage] artists and actors (perhaps in videoclips or on web sites). They enjoy using theirgrowing language skills in activities that involvepersonal choice, such as selecting and discussingtheir favourites with classmates.

• After hearing a [Target Language] song orviewing a video, have students create CD coversor video cases to promote it.

• Have students listen to a song, following thelyrics and noting cognates and familiar words.Together they try to determine the meaning andrespond to the song by writing and illustratingtheir favourite lines or verses.

• Invite students to examine magazine fashiondisplays and create collages with captions todepict ways that people in [Target Language]-speaking areas dress for various kinds ofactivities. They could also present a show ofclothing for various events and occasions andinclude a simple commentary.

• Present a short [Target Language] story. Studentsin groups listen for words they recognize, forcharacters presented, and for action that may beoccurring. After groups pool their findings, retellthe story to confirm predictions and clarifymeaning.

• Have students keep a section of their notebooksor journals for responding to creative works.They might keep logs where they record andcomment on experiences with [Target Language]creative works. Alternatively, they might writesummary reviews or reflections looking backover the creative works they have encounteredduring a term or semester, identifying those thathave had the greatest impact or most closelyreflect experiences they have had in English orother languages. They may also want to describethe ways in which their responses or ideas havechanged over time.




Assessment at this level should reflect students’emerging ability to use [Target Language] toexpress their thoughts, feelings, and reactions tocreative works.

• As students create CD covers or video cases,note the extent to which they:- reflect their personal response- convey the visual image clearly- attempt to appeal to an audience- offer complete, detailed information- incorporate familiar and practised expressions,

language structures, and vocabulary- model aspects of [Target Language] from CDs

or videos• When students view videos, listen to music or

stories, and read magazines, assess their personalresponse by looking for evidence that they are:- open and willing to engage in the task- committed to their work- able to formulate personal responses in [Target

Language]- willing to take risks in their responses and

predictionsEach task will also have its own specific criteria.

• When checking students’ logs or portfolios, lookfor evidence that they:- offer a personal response to creative works- reflect on ways their ideas may have changed

over time


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It is expected that students will:• identify and share school and community

traditions• discuss the activities and interests of young

people in [Target Language] culture

By exploring the similarities and differences inactivities and interests that exist in [TargetLanguage] culture, students increase theirunderstanding of their own culture.

• Have students find examples of pastimes of[Target Language] youth and compare theseactivities with pastimes of youth in the schoolor community. Students could present skits orplay charades showing the activities of [TargetLanguage] youth.

• Have students in small groups research foodspecialties of [Target Language] regions.Students prepare one-page reports about thefood they researched, including country orregion of origin, climate, ingredients, procedure,and occasion or time of day food is eaten. Theypresent their reports to the class. As anextension, students could choose several recipesto prepare and sample. Afterwards, studentscould compare the [Target Language] dishesto food they eat at home.

• Divide the class into group A and group B. Haveeach group learn a game played in the [TargetLanguage] world. Then form smaller groupswith two people from group A and two fromgroup B. Students in smaller groups teach oneanother the games they have learned, usingas many [Target Language] expressions aspossible. Have students compare and contrastthe [Target Language] games to games theyhave played at school or at home.




At this level, students are encouraged to use[Target Language] in cultural activities; however,assessment of this organizer focuses on culturaloutcomes and not on students’ facility with oral orwritten language.

• As students present information about pastimes of[Target Language] youth, look for evidence thatthey:- present accurate and detailed information- include interesting details- are developing increased understanding of and

insight into the lives of [Target Language]youth

- compare aspects of their own communities andcultures

• When students take part in situations such asskits, note whether they:- understand cultural elements- are interested in and curious about cultural

differences- are open and willing to engage in the task

• To assess students’ oral and written reports on[Target Language] cuisine, look for evidence thatthey:- use accurate, appropriate, and complete

information- show an interest in similarities and differences

of [Target Language] cuisine and their own- attempt to appeal to an audience- incorporate necessary vocabulary and

expressions• When students teach each other games they have

learned, encourage them to use [Target Language]as much as possible. Establish criteria for groupfeedback such as:- demonstration is clear and easy to follow- language associated with the activity is used

accurately- comparisons to familiar games or activities

help to develop understanding- demonstration was successful; the other

students learned the game


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It is expected that students will:• ask for and give assistance and detailed

information• share opinions and preferences, giving

reasons• describe and exchange information about

activities, people, places, and things• communicate in present and future• participate in selected, meaningful, real-life

situations

Students at this level need continued supportto develop the range of language necessary tocommunicate with each other. The focus oflearning is to convey and understand meaningfor practical purposes in situations that arerelevant to Grade 9 students, such as orderinga meal or buying a gift.

• Working in pairs, students role-play a situation inwhich they are packing for a trip to a [TargetLanguage] country or region. Students find outwhat the weather will be like and prepare a listof clothing and accessories to take. Students usethe list to generate questions, for example, Areyou putting a sweater in the suitcase? Thepartner responds negatively or affirmatively incomplete sentences.

• Working in groups of four, students create aphoto album about the life of a fictitious personor someone they know. Students find photographsor draw illustrations, then make captions foreach event, including a brief description of theevent, date of the event, and age of the person atthat time. The photo album should cover a 10-year span with at least 20 events.

• Have students create a comic strip that depictswhere a character is going (e.g., auditorium,library, park, mall). Students say what happensto the character during the adventure anddescribe how the character feels. Encouragestudents to write a funny or surprising ending totheir story and use at least five frames.

• In groups of three, have students plan the nextSummer (or Winter) Games. Students scheduledifferent sports throughout each day, naming thecountries or regions that are participating in eachevent. Groups present one day of events to theclass. Students can say which country or regionthey believe will win each event.

• Have students create a conversation in whichthey plan to meet somewhere. Students mustdecide what time to meet and what they plan todo while they are there. Ask students to sequencethe events using first, then, and finally.




In Grade 9, assessment continues to focus oncommunication of meaning, with an increasingfocus on student interaction. Some of theactivities assessed involve spontaneouscommunication, where the focus is on students’strategies for expressing and understandingmeaning. When students have had opportunitiesto practise and receive feedback before makingpresentations, more attention can be paid toaccuracy than in their spontaneous interactions.

• When students are engaged in role-plays, notethe extent to which they:- remain actively engaged in the interaction- use appropriate vocabulary related to the

theme- communicate in complete sentences- attempt to use approximate pronunciation and

intonation- attempt to support each other

• When students present a dialogue orconversation they have practised, look forevidence that they:- are easily understood by their peers- comprehend what is being said- use correct language and structure- use a variety of vocabulary and expressions- attempt to pronounce words accurately- sustain interaction with little or no hesitation- are able to ask for help in [Target Language]

• When evaluating photo albums or comic strips,look for evidence that students:- are willing to explore meaning- use appropriate vocabulary- include a variety of images that are visually

engaging• When evaluating a group project or presentation,

look for evidence that students:- focus their attention on the task- are willing to share their ideas and support the

ideas of others- contribute to the activity or presentation- ask for feedback- help others when the need arises- show initiative and demonstrate leadership


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It is expected that students will:• extract, retrieve, and process information


• explain acquired information in oral, visual,and written forms

At this level, students will be motivated toacquire information from authentic materialswhen the purpose is practical and relevant totheir age, such as meeting a friend at a bus depotor choosing a fast-food restaurant.

• Have students each choose an article from a[Target Language] magazine and generate fourquestions about the most interesting facts. Thenask them to exchange their articles with partnersand answer one another’s questions.

• Invite students to read several letters in youthmagazines, noting the topics discussed, opinionsgiven, and expressions used. Ask them to writetheir own letters, either to the magazines orpenpals.

• Have students each telephone a [TargetLanguage] business or organization in thecommunity to find out its hours of business.

• After students examine several classifiedadvertisements in [Target Language]newspapers, have them create an advertisingsection for their classroom bulletin board.Students prepare advertisements for real orimagined objects and respond to them intelephone role plays. When responding to theads, students should make appropriate inquiries,such as details about the objects for sale andwhen and where they can be viewed.

• Have students look over a selection of [TargetLanguage] newspapers, then brainstorm ideas forcreating a class newspaper. Contents couldinclude sports, weather, film reviews,advertisements, articles about school and currentevents, photographs and graphics, and so on.Students could form groups to work on thevarious categories. Students can create thenewspaper using computer-generated material.

• Invite students to find several [Target Language]advertisements for movies and have them role-play planning to attend one. Their choices shouldreflect the information acquired from theadvertisements (i.e., movie title, location, time,actors, critics’ ratings). Encourage students torefer to their favourite genres (e.g., comedy,adventure, horror, action).




Students at this level show evidence of theirlanguage skills and strategies in the way theyapproach and work with the materials, as well asthe way they represent the information theyacquire. Frequent opportunities to choose theirown tasks will increase student interest.

• When students read articles from [TargetLanguage] magazines, note the extent to whichthey:- are able to read for global understanding- identify main ideas- rely on prior learning to derive meaning- use correct structures when writing questions- choose questions that highlight the main ideas- use a range of open-ended questions

• When students prepare and respond to “for sale”advertisements in [Target Language], note theextent to which they:- use the appropriate format- write clearly in simple [Target Language]- refer to information in the ads during their

“calls”- interact in [Target Language] to complete the

task• Work with students to develop assessment for

their newspaper articles. Criteria could include:- uses language and structure accurately- attempts to model [Target Language]-style

newspaper format- provides relevant and creative details- works well with others and shows respect for

others’ ideas• When students work with materials such as

movie advertisements, look for evidence thatthey are able to:- locate familiar words- use the context to support inferences about the

information- predict meaning by interpreting photographs

and graphics- focus on finding the key information needed- notice and use advertising patterns and

vocabulary


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It is expected that students will:• reflect on and respond to authentic creative

works from [Target Language] culture

The range of creative works which students canexperience will increase greatly if students areable to access a range of CDs, videos, and otherresources or resource people. Directing studentsto current Internet sites will also encourage andsustain their interest in creative works.

• In small groups, have students listen to a varietyof genres of [Target Language] music. Studentsthen group the songs into different categories,explaining their reasoning. Students could alsoindicate:- images that come to mind- familiar words- what audience music would appeal to- where they would hear the music

• Have students search the Internet for museums ina [Target Language] city and look at severalcurrent exhibits, or visit a local cultural site orgallery. Then invite students to imagine they arecurator of an upcoming exhibit. Ask them tochoose five works they would display, and havethem compose an ad or poster for the exhibition.

• Introduce students to the work of a [TargetLanguage] artist, using photographs or slides.Encourage students to discuss the characteristicsof the artist’s work through guided questioning.Students then emulate the artist’s style in anartwork of their own.

• Invite students to read simple [Target Language]stories, including myths, legends, or other storiesappropriate to [Target Language] culture.Students then present the stories through mediaof their choice (e.g., skits, puppet shows).




At this level, students are able to experience andrespond to an increasing range of creative works,including music and other works from popularculture designed for their age group. Students revealtheir development in the choices they make and intheir efforts to find and share creative works, as wellas in their oral, visual, and written responses.

• When students discuss [Target Language] music,look for evidence that they are:- willing to go to some effort to consider works

or experiences not presented in class- making connections between other experiences

and preferences and their responses to theworks

- able to present reasons and details to supporttheir views or preferences

- willing to take risks to use new vocabulary,structures, or formats

• To assess the exhibition ad or poster, look forevidence that students:- demonstrate an appreciation of the variety of

[Target Language] art- present accurate, appropriate, and complete

information- attempt to appeal to an audience- incorporate necessary vocabulary, language

structures, and expressions• Collaboratively develop assessment criteria

before students emulate an artist’s style. Forexample:- understands characteristics of the artist’s style- is sensitive to the cultural elements in the

artist’s work- interprets the ideas, themes, and feelings of the

original works• Collaboratively develop criteria for students’

presentations of stories. For example:- develops a clear feeling, theme, or message that

is consistent with the original- sequences events to create a coherent story- reflects key features or qualities of the characters- incorporates appropriate conventions and

traditions


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It is expected that students will:• demonstrate an awareness of contemporary

and traditional customs of [Target Language]culture

• identify and describe similarities anddifferences between their own customs and[Target Language] culture

• describe ways in which English and [TargetLanguage] have influenced each other

With students’ deepening understanding of[Target Language] culture, they are motivated tocontinue their language learning and add newperspectives to their views of the world.

• Have students compare and contrast how peoplecelebrate birthdays or other special occasions in[Target Language] countries or regions. Studentsshould focus on food, setting, attire, guests,music, and dance.

• Ask students to examine [Target Language]resources such as video excerpts, web sites,advertisements, schedules, menus, recipes, andbrochures of [Target Language] regions.Students identify cultural elements such as bodylanguage, greetings and leave-taking, fashion,settings and surroundings, routines, and prices.In groups, students then pool their results, whichthey present to the class using oral, visual, ormultimedia methods.

• Invite students to assume fictitious [TargetLanguage] identities, including names andcountries or regions of origin. Have them makean oral presentation to the class based on thecharacter they have assumed. The teacher orstudents could provide prompts to elicitinformation such as nationality, family life,profession, and age. After their presentation,students submit a written report on their countryor region.

• Have students brainstorm lists of [TargetLanguage] words or phrases commonly used inEnglish and English words commonly used in[Target Language]. These words or phrases maybe found in authentic materials read or heard inclass, or outside of class, such as in sportsbroadcasts. Encourage students to add words orphrases to the list on an ongoing basis. To followup, students may write a paragraph, poem, ordialogue with a partner, using as many wordsfrom their lists as possible.




As students talk and write about their developingknowledge of [Target Language] culture, look forevidence of openness to and an interest indiversity, as well as increasing knowledge oflinguistic and cultural comparisons.

• When students compare and contrast birthday orother celebrations, look for evidence that theyare:- willing to go to some effort to research

traditions- making connections between their own

traditions and [Target Language] traditions- able to present accurate and detailed

information- willing to take risks to use new vocabulary and

language structures- interested in the information presented by

classmates• Work with students to develop criteria for their

presentations on their [Target Language]identities. For example, they might be expectedto demonstrate:- awareness and use of a variety of current

resources, such as web sites, library sources,and people in the community

- detailed knowledge about key traditional andcontemporary cultural characteristics

- sensitivity to lives and customs of inhabitantsof their chosen country or region

- awareness of some of the behaviours, attitudes,values, or customs that are common to [TargetLanguage] culture

- respect for diversity and differences in customs• Review students’ lists of words that are

commonly used in both languages. Look forevidence that students are able to drawconclusions and make generalizations about:- the language in which each word originated- what factors contribute to the use of loan

words


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It is expected that students will:• make suggestions about everyday activities• communicate needs, desires, and emotions,

giving reasons• describe events and experiences• communicate in past, present, and future• participate in a variety of meaningful, real-

life situations

Students at this level display a growing ability totake risks with language and should be encouragedto do so. Communicating meaning is still thecentral focus of this organizer. While emphasisremains on the practical and everyday use oflanguage, students’ descriptive abilities includelinking and sequencing of narrative.

• In pairs, have students practise a telephoneconversation. One student calls the other with aninvitation to do something, such as go to amovie or play soccer. The second student mustdecline the invitation and give two reasons fornot being able to go. Students then switch roles.As an extension, have students write a note to afriend cancelling a prior engagement because ofillness. Students should explain what they didthat caused them to become ill. (After I went outwithout my coat, I got the flu.)

• In small groups, ask students to shareinformation related to a memorable event orexperience (e.g., vacation, special celebration,weekend activity). Students should includeinformation about where and when the eventtook place and why it was memorable. Otherstudents then ask questions about the event orthe experience.

• In pairs, students create a menu for a restaurantin the tourist area of a [Target Language]-speaking town. Before creating the menu,students should describe the location of therestaurant, type of restaurant, and theme ordecor. The menu should reflect the type ofrestaurant and feature a wide variety of authenticfoods and beverages.

• Have students role-play that they have switchedidentities with their parents for a day. They areto give their parents a list of chores to completebefore the end of the day (e.g., make the beds,wash the dishes, take out the trash, sweep thefloor).




Students are increasingly able to engage inspontaneous interactions and presentations usingvocabulary and structures they have memorized.The focus of assessment continues to be whetheror not students are able to understand and conveymeaningful messages. Where students have hadopportunities to use resources, practise, receivefeedback, and make corrections, they areexpected to work toward accuracy. Assessmentshould not, however, emphasize correctness to theextent that students are afraid to take risks thatare essential to their language development.

• When students invite each other to participate indifferent activities, look for evidence that they:- communicate their ideas clearly- extend invitations using appropriate vocabulary- ask for more information if accepting an

invitation (e.g., What time? What should Ibring?)

- respond politely and give a reason why ifrefusing an invitation (e.g., I can’t go because Ihave to study, or I can’t attend because I amsick, or Let’s go another day.)

• When students discuss events in the past or sharememorable events, look for evidence that they:- include detail to enhance their descriptions- convey a logical sequence or progression of

events- use appropriate language patterns (including

verb tenses)- draw on an increasing range of vocabulary- ask one another questions to clarify or obtain

additional details- take risks with language to extend their

language development• When students are engaged in a role play, use a

checklist to assess the extent to which they:- actively engage in the interactions- are able to sustain interaction, taking risks with

the language to extend their languageboundaries


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It is expected that students will:• retrieve, process, and adapt information from

[Target Language] resources to completemeaningful tasks

• explain in detail acquired information in oral,visual, and written forms

By now, students are able to use many strategiesto identify key information in authenticdocuments. The tasks they perform frequentlyintegrate all aspects of their language learningand should relate directly to their lives.

• Have students view or listen to an internationalweather report and identify today’s weather andthe forecast for tomorrow in several [TargetLanguage] cities. Invite students to keep weatherlogs for a selected period of time.

• Have students read the entertainment pages froma [Target Language] newspaper, and each choosea film, concert, or theatre production to attend,noting time and location. Then ask them toexchange this information with partners andmake appointments to meet at the events.Alternatively, students could read or listen toreviews of films, concerts, or other events todetermine which ones to attend.

• Have students prepare restaurant situation cards(e.g., unhappy customer, reserved table given tosomeone else, server brings wrong meal, touristhaving trouble with the menu or currency,someone in a hurry). Students form into groupsof four and each group selects a card. The groupsdevelop a skit about the situation they chose andpresent it to the class.

• Working in groups of three, have students createa sporting goods catalogue with a slogan fortheir product line. Students may use storecatalogues, magazines, and Internet downloadsto find images of various sports equipment,clothing, and accessories. Students exchangecatalogues with another group and make a list ofthings they would buy, explaining why they needit and why they like it.

• Challenge students to choose interesting articlesfrom magazines or newspapers and each note threeinteresting facts to present. As a follow-up, studentscould write letters to the editor or design fact-quizzes for classmates.




At this level, students are able to work with anincreasing variety of print materials, theInternet, and other media to locate informationrequired for tasks. Assessment considers both theprocesses students use—the skills, strategies, andapproaches they employ to acquire informationfrom resources—and the products or activitiesthat demonstrate their degree of success. Self-assessment plays an important role in supportingskill development.

• Rate each aspect of role-play performances ororal presentations on a five-point scale where5 = excellent and 1 = requirements not met.Students can assess their own performance andprovide feedback to their peers using the samescale. For example, check if students:- include accurate and relevant information- communicate clearly- make direct reference to details provided in

original source- use appropriate vocabulary and language

structures- sustain interaction and support each other with

questions, prompts, and body language• Assess written assignments using criteria similar

to those for oral presentations. For example,check that:- communication is clear- information is accurate and relevant- details and examples are included- language is appropriate- material is effectively organized and easy to

follow• For weather report assignments, look for

evidence that students:- complete an entry for the day- identify what they understood of the report- show evidence of using appropriate language-

learning strategies


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It is expected that students will:• discuss and respond to authentic creative


At this level, students will be able to appreciate arange of creative works and may bring examplesfrom outside the class. Engagement in activitiesincreases when students can make personalchoices and when they are encouraged to respondcreatively from a variety of options.

• Have students read a selection of [TargetLanguage] children’s stories and then each selectone of the following projects:- create a pattern book for young children- illustrate a story to clarify the meaning- role-play a story- retell a story- change one element of the story all the way

through- record a story on audiotape or video

• Over the course of two or three periods, show theclass a video of a [Target Language] movie.Have students complete various tasks to assistcomprehension, such as mapping the story line,making predictions, and recapping in their ownwords important events that have occurred.Students can create posters to publicize the film,including a picture depicting the film, details ofwhere and when it is playing, and a briefsummary of the plot. Students can use theposters to conduct role plays about seeingthe film.

• As a class, have students select three [TargetLanguage] poems for discussion. After thediscussion, have students select one of the poemsto interpret, using a variety of forms (e.g.,drawing, actions, mime, dance, computergraphics, music, record on audiotape).




As students develop increasing facility with orallanguage, their methods of responding grow toinclude artwork, visual displays, and oral orelectronic presentations. Students often workcollaboratively to develop their responses.

• Occasionally have students reflect on and self-assess their responses to creative works byresponding orally or in journals to prompts suchas:- I enjoy listening to [Target Language]

materials when________ .- A [Target Language] poem, story, or song that

stands out in my mind is ________ because________ .

- My responses to [Target Language] materialsare different when ________ .

- A style of music, story, poetry, or film that Ienjoy in both languages is ________ .

- I could probably increase my enjoyment of[Target Language] songs, stories, and moviesif I ________ .

• In students’ presentations (e.g., posters, poetry,illustrations, dance) look for evidence that they:- represent key ideas, events, or themes- draw attention to unique features- add interest by providing details, images, and

elaboration


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It is expected that students will:• identify the contributions of [Target

Language] people to Canada and the world• compare and contrast their own customs to

those of [Target Language] culture• identify language, expressions, and

behaviours that reflect cultural context

Students in Grade 10 are working hard toestablish their own identity while at the sametime wondering how they compare to others. Tohelp them shape their own identity whilerespecting others, they examine the role ofcultural practices and traditional languagepatterns.

• Have students use the Internet or other resourcesto find information on well-known [TargetLanguage] leaders, past and present. Studentsselect a person and prepare a poster that includespictures, biographical details, and majorcontribution. In small groups, students presenttheir information orally, while the other studentsfill out a listening record and give feedbackabout the presentation based on the listeningrecord.

• Ask students to identify [Target Language]idiomatic expressions encountered in reading,viewing, and listening activities. Encouragestudents to maintain ongoing lists of idiomswith their contextual meanings. Students mayalso draw pictures to depict the meaning.

• Examine several versions of a myth, fairy tale,or other form of story as it exists in [TargetLanguage] and other cultures. Then invitestudents in groups to select scenes to act out in[Target Language]. Have students identifysimilarities and differences in plot, theme, moral,and other elements in various versions of thestory. Students could create a chart that reflectsthe similarities and differences between twoversions.

• Show a film depicting the life of a [TargetLanguage] family. Ask students to compare thefamily dynamics, traditions, and customs of the[Target Language] family to those of their own.Students could select a scene and act out anadapted version.

• Show a film or video set in a [Target Language]country or region. Ask students to identifyelements other than language that suggest thefilm’s setting. Students might consider howevents and scenes would look if the story tookplace this year in British Columbia.




Assessment is based on activities that show agrowing awareness of [Target Language] culturalpractices and [Target Language] idiomaticexpressions. Activities should also encouragestudents to reflect on and make comparisonsamong [Target Language] culture, Canadiancultures, their own, and the cultures of theirfriends.

• When students present their information using aposter format, look for evidence that they:- include important biographical information

about the leader- use visuals to add interest and support the

written facts- include relevant and creative details- spell key words and phrases correctly

• Review students’ list of idioms and borrowedwords from time to time for evidence that theinformation is:- accurate and complete- interpreted appropriately- presented clearly

• When assessing students’ comparison charts,note the extent to which they:- are able to identify similarities and differences

between [Target Language] and other culturalstories

- show understanding of the [Target Language]story

- show a personal connection• When students act out an adaptation of a [Target

Language] film, look for evidence that they:- make changes appropriate to the new endings- show creativity and risk-taking in their revisions

• When students share their opinions, look forevidence that they:- use detail to support their points of views- demonstrate respect for cultural diversity- participate actively in the discussion- take opportunities to express their ideas in

[Target Language]


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It is expected that students will:• explain how to do everyday activities or

procedures• exchange opinions on topics of interest,

giving reasons and reactions• describe or narrate events, situations, or

experiences• use a range of vocabulary and expressions in

past, present, and future• interact in a variety of meaningful, real-life

situations

As students support and encourage each other ona regular basis, they are able to interact withgreater confidence in familiar situations andapply their growing range of strategies moreconsistently.

• Invite students to create role plays from situationcards (could be student generated) about askingfor and giving advice. Give time for preparationbut not memorization. Situations might include:- a student studying [Target Language] for the

first time seeking study tips- a student seeking information on how to

increase personal health, energy, and fitnesslevels

- a student wanting advice on what to take on acamping trip

To follow up and check for comprehension,suggest that students choose one or more of thesituations presented and write what they wouldadvise.

• Ask students to find examples of [TargetLanguage] people whose accomplishments theyadmire. List the names on the board and discuss.Then have students think of accomplishments orsuccesses in their own lives of which they feelproud. Students can share their responses orallyor in written form. Encourage students to includevisuals where possible.

• As a class, brainstorm a list of aptitudes, skills,and interests appropriate for the workplace. Havestudents work in pairs to identify one another’saptitudes and interests and imagine possiblecareer choices, giving reasons for their choices.Students present their findings orally to the class.

• Invite students to imagine they have just returnedfrom a cultural exchange to a [Target Language]country or region. Have them write a thank-youletter to the organization that sponsored them,including details about who they stayed with,what they did, what they learned, and what theyliked most. Ask them to also say if they would orwould not recommend the exchange and explainwhy.




At this level, assessment increasingly involvessituations or tasks designed to help studentsdevelop and demonstrate their growing languagefacility. Self- and peer assessment continue to beimportant ways of supporting students as theyacquire and practise useful vocabulary, structures,and interactions.

• Assess students’ oral work for evidence that:- information is complete- verb tenses support communication- presentation is clear, and intonation supports

meaning- narration of events is comprehensible- some detail is provided- preparation has occurred (e.g., students speak

confidently with minimal support)• Assess students’ writing for evidence that:

- meaning is clear- supporting detail, reasons, or examples are

included- a variety of vocabulary and expressions are

used- time sequence is clear, with attempts to use

transitions (first, next, then, later)• As a class, determine key behaviours or criteria

for students’ daily oral communication in class.Criteria might include evidence that students:- volunteer questions and information- take opportunities to practise newly acquired

vocabulary and structures- persevere in [Target Language] (e.g., repeating,

rephrasing, attempting to self-correct, usinggestures) when they cannot understand or beunderstood

- support and encourage other students whenthey speak in or listen to [Target Language]

- take risks to use unfamiliar language- self-monitor and attempt to correct recurring

or significant errors


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It is expected that students will:• retrieve, research, and use relevant


• summarize acquired information in oral,visual, and written forms

At this level, many students are able to retrievespecific information and apply their growinglanguage abilities to adapting information for apurpose. Both the resources and the tasks shouldbe at the age and interest level of the studentsand be relevant to their lives.

• Have students use a variety of health and fitnessarticles and brochures in [Target Language] asreferences and then choose one area of theirlifestyles they would like to improve. Ask eachstudent to create a Self-Improvement Plan andmonitor progress for one month in a journal.Entries should be written daily and make directreference to the plan each student has developed,noting steps taken or not taken. At the end of themonth, students may present their plans to theclass with summaries of the results. Resultscould also be presented in graphic or visualform.

• Suggest that students research a variety ofenvironmental issues using resources such asbrochures, articles, videos, and films. Thenhave them organize an environmental awarenesscampaign for the school, including posters,public-address announcements, leaflets, andfundraising activities.

• Ask students to research job opportunitiesadvertised in [Target Language] newspapers(on-line or written). Students pick a job theywould be interested in and explain their choiceto the class. They then write a cover letter topresent themselves as a candidate for theposition, describing their aptitudes, skills,knowledge, and relevant experiences.




By Grade 11, students are familiar with a widerange of classroom, library, and other resources theycan use to locate information. Assessment focuses onthe extent to which students are able to draw onthese resources to develop accurate and relevantinformation for a variety of assignments. The formand skills students use to apply and convey theinformation for particular purposes and audiencesare increasingly important.

• After students have worked with informationfrom a variety of sources in [Target Language],prompt them to reflect on and assess thestrategies they used by posing questions such as:- Overall, how successful were you at finding the

information you needed?- What was your first approach to the material?

How did that work?- What other strategies did you use that seemed

most helpful?- What types of problems caused you the most

difficulty? What strategies helped?- What did you learn about reading [Target

Language] materials that might help you infuture assignments?

• When students complete their cover letters, assessthe extent to which they:- use appropriate salutations and other business

letter conventions- relate their skills, knowledge, aptitudes, and

relevant experiences to the criteriainclude details, reasons, and examples to

support key points• When students complete written research

assignments, look for evidence that:- information is organized, relevant, and accurate- the assignment includes details, reasons, and

examples to support key points- language is appropriate and understandable- transitions and tenses are used effectively


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It is expected that students will:• compare, contrast, and respond to authentic

creative works from [Target Language]culture

At this age, students are generally more receptiveto experiencing creative works from a broaderrange of genres, time periods, and [TargetLanguage] countries or regions. Students’developing language skills allow them toappreciate these creative works and theircultural contexts more fully.

• As a class, have students listen to two songs (onecontemporary and one traditional) from a [TargetLanguage] country or region. Have students insmall groups brainstorm similarities anddifferences between the two songs, noting tone,instruments, lyrics, and so on. Groups presenttheir ideas and answer questions from the class.

• Show students a video or presentation on [TargetLanguage] dances. Have students in smallgroups select a particular dance and research theorigin and history of the dance. Groups presentthe information to the class in their chosenformat (e.g., poster, skit, oral report) anddemonstrate some of the steps.

• Present a video, slides, or other visual aidsdescribing [Target Language] architecturaldesign. Have students in small groups choosearchitectural features and re-create them visually(e.g., models, plans of cities or houses).

• Facilitate students’ reading of a short story in[Target Language] by providing focus questions,background information, and vocabularydevelopment. Once students are familiar with thestory, form groups and have each group select apart of the story to dramatize. Ask groups topresent and display their work for peerresponses.

• Present a folk tale, legend, fairy tale, ortraditional/modern story, but do not provide theending. Challenge students to write or act outpossible endings.




By Grade 11, students’ oral and written skillsshould enable them to respond to creative worksin varied ways and with increasing detail.Through oral interactions, as well as short writtentexts, students demonstrate an increasing level ofsophistication in their responses.

• When students present group responses tocontemporary and traditional music, observe andnote the extent to which they:- express and support a consistent point of view- provide accurate information- indicate openness and willingness to consider

new or different ideas and experiences- attempt to engage others

• To evaluate students’ presentation of [TargetLanguage] dances, note the extent to which they:- have gone to some effort to find information- demonstrate cultural appreciation- are willing to learn and teach others how to do

the dance• Before students re-create aspects of [Target

Language] architectural design, work with themto develop criteria they can use to guide theirwork. For example:- highlights [Target Language] influences as the

central feature- bases designs on accurate information- demonstrates attention to detail- shows evidence of close observation by

including elements not discussed in class• When students present their dramatizations of a

short story, look for evidence that:- presentation and choice of vocabulary convey

the characters’ emotions and moods of thestories

- presentation has been rehearsed- students attempt to engage the audience

• From time to time, have students review theirresponses to creative works by answeringquestions such as:- Which of the creative works you have viewed,

listened to, or read this year or term stands outin your mind?

- Which part of the activity was most interestingfor you—reading, viewing, listening, orcreating your response?


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It is expected that students will:• identify contemporary issues in [Target

Language] culture• demonstrate an understanding of similarities

and differences between their own cultureand that of [Target Language]

• identify and compare language, expressions,and behaviours that reflect cultural context

As students’ understanding of the [TargetLanguage] world deepens, they will recognize how[Target Language] and English languages andculture influence one another. Through the studyof [Target Language] culture and reflection onother cultures, most students at this level areenhancing their sensitivity toward other culturesas a whole.

• Invite a group of students to research currentissues relevant to [Target Language] regions (e.g.,environmental and economical issues, childpoverty, labour conditions, human rights) usingbrochures, articles, videos, film, the Internet, orresource people as sources. Students thenorganize awareness campaigns for the class orschool. Campaigns could be carried out usingposters, public announcements, leaflets, and websites.

• Encourage students to keep lists of idiomaticexpressions they encounter in oral and readingactivities. Students should:- categorize expressions into meaningful groups- match a place, context, or scenario with each

expression- match symbols or cartoons to expressions to

aid recall- attempt to use these expressions whenever

appropriate• Have students investigate past and present gender

roles in the [Target Language] world. Informationcould be collected from sources such as videos,magazines, the Internet, stories, songs, and guestspeakers. Have students identify traditional valuesin areas relating to dating customs, the workforce, marriage, and relationships. As a class,discuss the extent to which these values havechanged and what might happen in the future.Students could create and label a series ofillustrations, symbols, or computer-generatedgraphics to reflect their conclusions andpredictions.




Assessment focuses on students’ ability to lookat familiar customs from different points of view,whether in the family, school, or community. Atthis level, the complexity of students’ ideas willfar exceed their ability to express them in [TargetLanguage]. To elicit and reveal higher-levelthinking, provide opportunities for students tocommunicate using symbols, graphics, ordiagrams, as well as language.

• For projects such as awareness campaigns, lookfor evidence that:- information is accurate and relevant- includes appropriate details designed to

engage the audience- presentation is informative, clear, and easy to

follow- vocabulary, expressions, and structure are

appropriate and used effectively- student has taken risks to include complex

information or unfamiliar language- presentation demonstrates a sensitivity to

cultural issues• When assessing students’ lists of idiomatic

expressions, note the extent to which students areable to identify and use them appropriately.

• When students investigate changes in genderroles, look for evidence that they are able to:- pose thoughtful questions about culture and

lifestyle- seek out valid and credible information, rather

than stereotyping- go beyond surface features to deal with subtle

and complex aspectsAlso look for evidence that they are:- aware of key elements of their culture and

behaviours- sensitive to more subtle or complex elements

or patterns in their culture and behaviours- supportive of their classmates’ work- interested in the symbols and meanings other

students have perceived


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It is expected that students will:• express short- and long-term plans, goals, and

intentions• exchange ideas, thoughts, and points of view,

giving reasons and reactions• describe, narrate, and analyse events,

situations, or experiences• use a wide range of vocabulary, complexity of

expression, and idiom in past, present, andfuture

• interact spontaneously in a variety ofmeaningful, real-life situations

In Grade 12, students are expected to use their[Target Language] communication skills andstrategies to cope in common situations, as wellas in unexpected ones such as losing a passportor helping someone. Students should challengethemselves to speak only [Target Language] inclass and seek out opportunities to hear and use[Target Language] outside the classroom.

• As a class, discuss the pros and cons ofvegetarian eating habits. Divide students intodebating teams and have each team preparearguments for and against. Hold a class debate,setting it up so each team has a chance to argueat least one side. Information gathered may alsobe used to create or compile articles or displays.

• Have students discuss future plans aftergraduating (e.g., work, travel, further education).Encourage students to give convincing reasonsfor their choices.

• Ask students to set up budgets for the first yearafter Grade 12. Then have them form groups anddiscuss how they allocated money for expensessuch as tuition, rent, groceries, furnishings, andtransportation.

• Divide the class into groups of three. Ask twostudents in each group to interview the third as acandidate for the ideal housemate. Before theinterviews, have groups prepare lists ofpossible questions. Encourage students to askadditional questions while conducting theinterviews.

• Ask students to brainstorm situations outside ofschool in which they can use [Target Language](e.g., conversing with salesclerks, orderingmeals, phoning or writing for information, usingthe Internet). Work with students to developcriteria for assessing their degree of success.Then assign partners to work together to applytheir [Target Language] skills in out-of-schooltasks. Have each pair submit an outline of thetask and an assessment of their success.




In Grade 12, students are expected to engage inincreasingly complex and spontaneous oralinteractions in which they demonstrate their facilitywith [Target Language] and the strategies they havedeveloped to sustain and extend communication.Communication and risk-taking continue to be moreimportant in most situations than accuracy andprecision. However, in situations where students havepractised and prepared oral or written presentations,assessment should consider errors that detract fromthe effectiveness or impact of the message. Peerassessment can be an important part of the oralpractice that students need to support theirdevelopment.

• When students examine issues such as eatinghabits, look for evidence of the extent to whichthey:- take positions and make their views clear- give relevant reasons and examples to support

their arguments- listen actively and attempt to respond to or build

on others’ ideas- participate in the discussion using [Target

Language] with some degree of spontaneity andengagement

• In assessing students’ written work, such asquestionnaires, look for evidence that students:- present and sequence their ideas logically- provide relevant details, reasons, and examples

to justify their views- use a range of vocabulary related to the topic- integrate previously learned patterns and

structures appropriately- use idiomatic expressions to enhance their

communication- follow appropriate format conventions

• Collaboratively develop criteria to assess students’interaction in out-of-school situations. Criteriashould include the extent to which students:- present clear, complete, and appropriate messages- interact with growing spontaneity- sustain interaction with an easy flow of

language- use vocabulary and idioms effectively- avoid serious errors in tense and structure that

obscure meaning


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It is expected that students will:• retrieve, research, and analyse information


• synthesize acquired information in oral,visual, and written forms

Students will engage in meaningful tasks thatrequire specific information. They should be ableto locate information with confidence, skim forrelevant facts, and know how to use dictionariesand other resources appropriately.

• Invite students to examine a variety of [TargetLanguage] resources (e.g., brochures, articles,the Internet) to find information about careeropportunities for a Career Fair. Ask each studentto choose and investigate a profession or tradeand prepare a written report, an oral presentation,and a display for the fair. Guest speakers who arefluent in [Target Language] could also be invitedto the class. As students visit the career displaysand hear the oral presentations, they recordinformation about careers that interest them andwhy. For example, they might completesummaries in [Target Language] with theheadings: Job Description, Required Education,Employment Opportunities, and Salary.

• Suggest that students review programs of studyfrom various post-secondary institutions thatoffer courses in [Target Language] or [TargetLanguage] culture. On the basis of theinformation provided, students decide whichinstitution they would like to attend, fill out theapplication form, prepare a résumé, and composea cover letter stating reasons for wanting toenroll at that institution.

• Invite students to use a variety of sources (e.g.,books, magazines, brochures, a CD-ROMencyclopedia, the Internet) to research travel in a[Target Language] country or region. Askstudents to each collect and present 10 helpfulhints for travelling in that area. As an extension,the class could compile a master list of tips fortravel in [Target Language] countries or regions.

• Prompt students to reflect on and assess the skillsand strategies they use for acquiring and usinginformation by having them compile personalrecords of:- strategies they find effective- tasks they are comfortable with- skills and strategies they want to improveHave them occasionally review and update theirrecords with partners.




At this level, students are able to use a wide rangeof resources to acquire the information they needfor oral and written activities. While some ofthese resources are available in the classroom,students are also expected to locate and use[Target Language] resources in their communityand elsewhere (e.g., via the Internet orcorrespondence).

• When students participate in the Career Fair,presentations should include relevant, accurate,clear, and well-organized information about:- why they have chosen these careers to

investigate- the requirements and qualifications needed for

the jobs- the nature of the jobs, including salaries and

working conditionsConsider collecting the career summaries andassessing them for accuracy and relevance ofinformation.

• When students make presentations on traveldestinations, look for evidence of:- relevant reasons, based on accurate

understanding of information presented- effective use of details and examples to support

choices- appropriate language structures

• Assess students’ application forms, résumés, andcovering letters for:- completeness—all appropriate detail is

included- clarity—information is clear and easy to follow- persuasiveness—relevant details and examples

effectively support the applications- presentation—language and structures are

accurate and show a relatively high degree ofsophistication and complexity


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It is expected that students will:• analyse and respond to authentic creative


Students bring together all aspects of theirlanguage learning here, creating their group orindividual responses in simple or multimediaformats. Though communication continues to becentral, experience of creative works and studentresponses should be motivated by enjoyment andpleasure.

• Have students perform an extract from a play,speech, storytelling, or other oral presentation in[Target Language], then each compose a pressrelease, publicity material, or a review for it.

• After viewing a video of a movie in [TargetLanguage], ask students, working in smallgroups, to mind-map the setting, characters, andplot. Students then fill in a personal responsesheet requesting the following information:- questions they’d like to ask the characters- a personal link to the work- what they would change if they had been the

director• Display several paintings or other art forms from

the [Target Language] world. Encourage studentsto identify feelings the artworks evoke, givingreasons for their responses.

• Invite each student to read a poem or short storyin [Target Language] and adapt its main ideas tothe student’s own circumstances or those of afictitious character. The adaptation might beexpressed through dramatization, sketching,painting, or video, as well as in written form.

• Have students work in pairs to find acontemporary creative work that interests them(e.g., TV or radio program, movie, music,dance). Each pair submits a performance-assessment assignment on the creative work.

• Invite [Target Language] artists to teach basictechniques in [Target Language] art forms (e.g.,carving, painting, sculpture, film, music). Selecta student to greet the artist and introduce theperson to the class. Students use their [TargetLanguage] communication skills to askquestions. Students then create their own works,modelled after the [Target Language] examples.




As students develop increasing facility with oraland written language, they are able to experienceand respond to both contemporary and traditionalworks in varied ways and with increasing detailand independence. Students are best able to reflecton their responses when they have opportunitiesto make choices about what they view, listen to,and read, and when they are able to choose boththe content and form of their responses.

• When students re-create plays, stories, or poems,look for evidence that they are able to:- interpret the ideas, feelings, and themes of the

original work- create appropriate dialogue- incorporate detail to engage the audience- show evidence of practice and rehearsal as

demonstrated by fluency of their presentations• When assessing students’ personal response sheets

to a movie, note the extent to which they:- show understanding of the movie (e.g., plot,

characterization, theme)- show ability to make a personal connection

• As students discuss and respond to creative worksfrom [Target Language] regions, watch forevidence that they are increasing in:- sensitivity to arts and literature- knowledge of artistic and literary traditions and

genres- interest in contemporary arts (e.g., music, movies)- willingness to risk offering opinions and views- participation in and commitment to class or

group activities- openness to a variety of views and

interpretations• When students complete a performance-

assessment assignment, consider how they:- represent the main ideas or message in a format

of their choice- represent and support their views and responses

to the work• Before students create their own works modelled

after the [Target Language] examples, work withthem to develop criteria they can use to guidetheir work. For example:- highlights [Target Language] influences as the

central feature- uses traditional symbols and design features- creates something new, rather than replicating

another work


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It is expected that students will:• analyse and discuss contemporary issues in

[Target Language] culture• analyse and discuss how culture affects

behaviour and attitude• use language, expressions, and behaviours to

reflect cultural context

Students need opportunities in the classroomto examine [Target Language] culture in light ofall their cultural experiences. By now they will beable to show some cultural awareness whencommunicating in [Target Language].

• Host a [Target Language] Fair at school andinvite community members. Activities mightinclude:- students indicating [Target Language]

countries or regions on a world map- PA announcements in [Target Language]- cafeteria serving a variety of [Target

Language] foods- school radio playing a variety of [Target

Language] music- hallway television monitors displaying visuals

of [Target Language] countries or regions- inviting [Target Language] community

members to give demonstrations or talk about[Target Language] topics

- displaying posters and flags around the schoolof [Target Language] countries or regions

• Have students each interview 10 of their friendsabout people they admire, past and present. Formgroups and have each group choose four of thesepeople to examine further regarding theirattributes, fields of endeavour, contributions tosociety, and image. Interview questions mightinclude:- Have you ever belonged to a fan club?- Who do you regard as a hero? Have your ideas

about heroes changed over time?- What are some of the qualities you admire in a

hero? Why?After a class discussion about heroes and rolemodels, invite each student to identify and writeto a personal role model. (Letters may or maynot be mailed.)

• Invite students to improvise social situations(e.g., greetings, family dinners, touristbehaviour, shopping). Students could drawsituation cards and role-play culturallyappropriate behaviour in [Target Language]countries or regions.

• Suggest that students in groups design a brochureto encourage students in lower grades to take[Target Language] and learn more about [TargetLanguage] culture.




In Grade 12, the outcomes for culturalunderstanding emphasize awareness and sensitivity.Students reveal their cultural understandingthrough daily activities and interactions, as well asin the assignments they complete. Assessmentshould focus on students’ cultural awareness ratherthan on their language facility.

• Provide or negotiate criteria for assessingstudents’ [Target Language] Fair. Criteria mightassess whether they:- clearly identify key aspects of [Target

Language] culture and its customs- offer practical guidelines for interacting with

the community- show respect and support for diversity- emphasize the mutual benefits of being

familiar with other cultures- communicate clear, understandable messages- use appropriate language

• When assessing students’ letters to their hero orrole model, look for:- clear, understandable information- examples of [Target Language] influence on

members of the wider community- use of appropriate vocabulary and structures

• When students role-play various social situations,look for evidence that:- the interaction takes place in [Target Language]- students convey appropriate, relevant

information- students use a variety of strategies to negotiate

meaning and sustain the interaction (e.g.,rephrasing, questioning, repeating key wordsand phrases)

• When students make brochures encouragingstudents in lower grades to learn [TargetLanguage], look for evidence that they:- present the information in an easy-to-

understand and eye-catching manner- describe benefits of learning [Target Language]

and about [Target Language] culture- use accurate, appropriate, and complex

information- incorporate necessary vocabulary, language

structures, and expressions- display information in a logical way that

enhances meaning


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INTRODUCTORY [TARGET LANGUAGE] 11 • Introduction

Introductory Grade 11 is designed forstudents who may not have taken [TargetLanguage] 5 to 10. Successful completion of

this course should provide students with a levelof competence that will allow them tosuccessfully participate in [Target Language] 11and 12 courses. Introductory Grade 11 is a four-credit Grade 11 course. However, to alleviatescheduling pressure on students during their finaltwo years, it can be offered at the Grade 10 level.

This course incorporates material from thePrescribed Learning Outcomes, SuggestedInstructional Strategies, Suggested AssessmentStrategies, and Learning Resources identified forgrades 5 to 10. Introductory Grade 11 is designedto provide students with an equivalentpreparation for [Target Language] 11 and 12courses.

A major aim, therefore, is to balanceexpectations regarding the emergent languageskills of students who are new to the study of[Target Language] with a consideration of theirages, life experiences, and prior knowledge.

In addition to the activities suggested in thissection of the Integrated Resource Package,teachers may adapt instructional and assessmentactivities suggested for earlier grade levels,taking into account the interests of seniorsecondary students.



INTRODUCTORY [TARGET LANGUAGE] 11 • Communicating

It is important to develop language-learningopportunities that incorporate students’ personalinterests and reflect meaningful situations. Asstudents progress and gain confidence in their[Target Language] skills, they are expected toapply a growing range of language-learningstrategies. Encourage students to begin to takerisks with the language.

• Have students in pairs role-play telephoneconversations in which they plan weekendactivities. Each pair should find an activity bothstudents would enjoy. The plan could includewhere they will go, who will go with them, whenthey will leave, and what they will take along.

• Provide frequent opportunities for students to setand monitor personal goals. For example, at thebeginning of each week or class students mightwrite down two goals or intentions such as:- the amount of [Target Language] they will use

in the class- new vocabulary or structures they will use

• Students receive a card that describes either aspecific situation or a specific emotion. Studentsthen circulate to find a person with whom theycan make a complete sentence (e.g., When I havean exam...I am anxious.) Students use thissentence to form the basis for a role play inwhich they communicate how they feel in aparticular situation. As a follow-up activity,students create two original situations and askothers to respond by describing how they feel insuch situations.

• Ask students to prepare gift-shopping lists fortheir families and friends. Have them work inpairs to role-play scenes in which they ask ashopkeeper where they can find the variousitems listed and how much they cost. As avariation, students could describe the interestsand preferences of their family members andfriends, and the shopkeeper could make suitablegift suggestions.

It is expected that students will:• ask for information, permission, and

clarification and respond accordingly• recognize and use greetings, expressions of

politeness, and formal and informal forms ofaddress

• seek information and make suggestions abouteveryday activities

• communicate likes, dislikes, desires, andemotions, giving simple reasons

• describe and exchange information aboutactivities, people, places, and things

• communicate in past, present, and future• participate in a variety of meaningful, real-

life situations• derive meaning in new language situations



INTRODUCTORY [TARGET LANGUAGE] 11 • Communicating

Assessment should emphasize risk-taking andparticipation rather than correctness. To developeffective [Target Language] language skills,students need to focus on communicating anincreasing range of information, beginning withtheir interests, experiences, and informationneeds.

• When students exchange information ininterviews or role plays, look for evidence thatthey are able to:- make themselves understood- use appropriate pronunciation and intonation- complete activities using only [Target

Language]- use strategies such as non-verbal

communication or visual props to support theircommunication

- recognize and respond to familiar words andpatterns

- use patterns and frames they have learned withless and less support

- speak with increasing comfort and confidence• When giving students opportunities to set and

monitor personal goals, have them consider suchcriteria as the following to assist them in theprocess:- I ask and answer questions.- I try to use as much [Target Language] as

possible.- I use gestures or rephrase when others don’t

understand me.- I support others when they speak [Target

Language].• When students participate in real or simulated

activities (e.g., shopping), note the extent towhich they are able to:- provide clear messages- use appropriate patterns for giving directions

and prices- use intonation, miming, gestures, and body

language to support communication- use approximate [Target Language]

pronunciation and intonation- adjust and clarify when miscommunication

occurs


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INTRODUCTORY [TARGET LANGUAGE] 11 • Acquiring Information

It is expected that students will:• extract, retrieve, and process information


• explain acquired information in oral, visual,and simple written forms

Students are encouraged to use as manylanguage-learning strategies as they can toextract key information from authentic [TargetLanguage] documents and other materials inorder to complete tasks. As students progress,they can begin to process acquired informationand express it in various age-appropriateformats.

• Divide the class into groups and give each groupa different section of the same magazine article.Have each group analyse and paraphrase itssection. Then ask students to form new groups toshare the main ideas of all sections and arrangethem in logical sequences. Have these groupsrepresent their collaborative understanding of thearticle in a series of cartoon panels orillustrations.

• After students have examined the entertainmentsection of a [Target Language] newspaper,suggest that each student plan an outing with afriend, using details given in advertisements suchas times, locations, and possibly reviews. Askstudents to exchange this information withpartners.

• Play an audiotape (e.g., song, dramatic reading,speech) or video and ask students to:- list key words related to a topic- identify words or expressions related to a

central mood or theme• Have students work in groups to conduct opinion

polls, using simple [Target Language] terms todetermine the range of preferences in the classregarding everyday activities (e.g., sports, music,humour, clothing, restaurants, food). Post theresults or have students record them on charts orgraphs.

• Invite students to choose articles written in[Target Language] from magazines, newspapers,or the Internet. Have them each generate fourquestions based on key information. Then askstudents to exchange their articles and questionswith partners, who will read or view the materialand answer the questions. It is recommended thatteachers pre-select various articles for students toselect.



INTRODUCTORY [TARGET LANGUAGE] 11 • Acquiring Information

Students in Introductory [Target Language] 11require extensive practice and feedback in orderto develop basic skills in information acquisition.Integrated communicative tasks, in which theyboth acquire and communicate information, caninvolve a wide variety of materials and supports.Cooperative activities are often appropriate.

• When students work in groups to read and thenparaphrase an article in a series of cartoon panelsor illustrations, look for evidence that they areable to:- identify main events- include accurate supporting detail- create logical sequences

• When students use information from theentertainment section of a newspaper, look forevidence that they can:- find the required information- use the vocabulary and structures they need to

arrange meeting times and placesStudents could present their plans to the class,providing opportunities for peer feedback.

• When students report on or represent information,note the extent to which they:- identify and recount ideas or impressions- include relevant and accurate detail- reproduce [Target Language] words and

structures in understandable form- organize and sequence information

appropriately• As students work with a greater variety of [Target

Language] information sources, look for evidencethat they are increasingly able to:- ask appropriate questions to find the

information or details they need- focus on key words, phrases, and ideas- make logical inferences based on the language

they recognize- persevere in making meaning out of language

that seems very difficult at first- replicate some of the patterns they encounter- self-monitor, checking on their understanding

and making adjustments as neededThe teacher may wish to develop a self-assessment checklist that students can use torecord their growth in these areas.


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INTRODUCTORY [TARGET LANGUAGE] 11 • Experiencing Creative Works

It is expected that students will:• reflect on, discuss, and respond to authentic


At this age, students will be able to experience arange of creative works and may bring inexamples from outside the class. Engagement inactivities increases when students are encouragedto respond creatively, choosing from a variety ofoptions (e.g., poster, diagram, video, electronicresponse).

• Play a [Target Language] song and suggeststudents write lyrics for additional stanzas, createartwork for a CD cover to promote the song orthe artist, or create music videos.

• Have students research examples of [TargetLanguage] visual art, for example, paintings,carvings, or sculpture. Invite them to choose anart form to recreate and explain what it representsor symbolizes.

• Ask students to examine magazine displays of[Target Language] fashions and create collageswith captions depicting ways that people in[Target Language] countries or regions dress forvarious activities. Invite students to present afashion show accompanied by a simplecommentary.

• Have each student read a selection of [TargetLanguage] children’s stories and then completeone or more of the following assignments:- illustrate the story to clarify its meaning- role-play the story- retell the story- change one element of the story throughout to

modernize or update it- record the story on audio- or videotape to

present to the class• Present a video or pictures of architecture from

the [Target Language] world. Invite students tonote or comment on what they find appealing.For a classroom display, have students chooseparticular aspects of styles that interest them. Askthem to label their work, noting architecturaltime period, geographical location, and otherrelevant information.

• Form groups and ask each group to choose a[Target Language] poem and appropriate music.After students have practised reading theirpoems, invite them to hold a class poetry readingwith accompanying background music. As anextension, students could discuss their choice ofmusic to reflect particular poems.



INTRODUCTORY [TARGET LANGUAGE] 11 • Experiencing Creative Works

Students in Introductory [Target Language] 11should experience a much wider range of creativeworks, particularly literary genres, than they areable to read or understand independently.Assessment should focus on students’ increasingabilities to share and elaborate on their viewsand responses. The teacher can also assessstudents’ increasing appreciation of the uniquefeatures of and connections between [TargetLanguage] creative works and those of othercultures.

• When students respond to [Target Language]songs, have them work in groups to developthree or four criteria to use for self- and peerassessment. For example, they might focus on:- openness to new or different ideas- the incorporation of interesting features- attention to detail from the original work- the communication of a clear point of view

• Before students re-create an art form, work withthem to develop criteria such as:- includes required information- presents glyphs (symbols) for important events- writes dates in the appropriate number system- shows attention to detail of the samples

• When students present creative works, such ascollages, fashion shows, or displays ofarchitectural styles, look for evidence that they:- are willing to go to some effort to consider

works or experiences not presented in class- make connections with other experiences and

preferences- offer reasons and examples to support their ideas- are responsive to works of other students

• Before students prepare representations ofchildren’s stories or poems, work with them todevelop criteria such as the following, which canbe used for self-, peer, and teacher assessment:- conveys theme and mood of the original- draws on original characters and events- uses detail to develop interest and engagement- incorporates elements of the style of the original- attempts to use language to create a specific

effect or mood- conveys a clear view or perspective on the

original


Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc/Videodisc

Multimedia

Music CD

Print Materials

Slides

Software

Video




INTRODUCTORY [TARGET LANGUAGE] 11 • Understanding Cultural Influences

It is expected that students will:• identify the contributions of [Target

Language] people to the world• identify and compare their own customs to

those of [Target Language] culture• describe ways in which [Target Language]

has influenced other languages

At this level, students are encouraged toparticipate in a variety of cultural experiences,with a focus on [Target Language] culture. Astheir language abilities grow, students should begiven frequent opportunities to interact in[Target Language] in order to practise usingappropriate communication conventions.

• Encourage students to develop an understandingof their cultural backgrounds, including specialfoods, celebrations, and artifacts. Invite them toorganize displays to introduce their cultures tothe class. Displays could include samples of foodor clothing, demonstrations, personal objects,photos, or brief descriptions of special traditionsor important aspects of geography and history.These displays can serve as a foundation foractivities dealing with [Target Language] culture.

• Create a [Target Language] Hall of Fame.Students research and nominate candidates from[Target Language] countries or regions in thefields of Fine Arts and Literature, Politics,Sports, Science, and Music. Students mustpresent reasons why their candidate should beincluded in the Hall of Fame. Students thenorganize a voting system and hold a vote. Theymight also enjoy creating an induction ceremonyinto the [Target Language] Hall of Fame.

• Have students brainstorm a list of [TargetLanguage] words or phrases commonly used inEnglish and English words or phrases commonlyused in [Target Language]. These may beencountered in the authentic materials read orheard in [Target Language] class, or outside ofclass, such as in sports broadcasts. Encouragestudents to maintain ongoing lists of words orphrases. As a follow-up activity, studentscompose paragraphs or humorous anecdotesusing as many words from their lists as possible.



INTRODUCTORY [TARGET LANGUAGE] 11 • Understanding Cultural Influences

In students’ first year of [Target Language],assessment of their understanding of culture willfrequently involve visual representations or theuse of English. Assessment activities shouldencourage students to reflect on their owncustoms as well as demonstrate an understandingof [Target Language] culture. Assignments shouldencourage them to explore ways of locating up-to-date information.

• When students participate in activities anddiscussions dealing with cultural issues, note theextent to which they:- show an interest in cultures other than their

own- share information about their cultures and

customs- express awareness of and respect for other

ethnic and cultural groups in the community- recognize [Target Language] words, names, and

derivatives (e.g., place names, sports,entertainment figures)

• When students investigate and report on historicor well-known [Target Language] people, discussassessment criteria before they begin theirprojects. Encourage students to use [TargetLanguage] as much as possible in their researchand reporting, but recognize that most studentswill need to use English for part of their work.Assessment criteria might include:- uses a range of resources effectively- includes relevant details and examples to add

interest and illustrate key points- shows an awareness of the diversity of [Target

Language] peoples- offers some insights and thoughtful speculation

• When students create lists of words or phrasesshared by [Target Language] and English, lookfor evidence that students:- are able to recognize and comprehend the

meaning of the words in their new context- are interested in relationships between the two

languages- make an effort to use the words appropriately


Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc/Videodisc

Multimedia

Music CD

Print Materials

Slides

Software

Video


APPENDIX APrescribed Learning Outcomes

A-2

APPENDIX A: PRESCRIBED LEARNING OUTCOMES

Grade 5

• ask and respond tosimple questions

• present informationabout themselves

• recognize and usesimple greetings andexpressions ofpoliteness

• communicate likes,dislikes, needs, andwants

• respond to classroominstructions

• make and respond tosimple requests

• present informationabout themselves andothers

• use greetings andexpressions ofpoliteness

• identify formal andinformal forms ofaddress

• express preferencesand interests

• participate in knownand predictableclassroom situations

• ask for and givesimple information

• exchange informationabout themselves

• recognize and useformal and informalforms of address

• share informationabout activities andinterests

• participate inclassroom activities

• begin to derivemeaning in newlanguage situations

• ask for and giveinformation, permission,and clarification

• seek informationabout activities andinterests

• participate in familiaractivities (real orsimulated)

• recognize events aspast, present, or future

• derive meaning innew languagesituations

COMMUNICATING



A-3


Grade 9

• ask for and giveassistance and detailedinformation

• share opinions andpreferences, givingreasons

• describe and exchangeinformation aboutactivities, people,places, and things

• communicate inpresent and future

• participate in selected,meaningful, real-lifesituations

• make suggestions abouteveryday activities

• communicate needs,desires, and emotions,giving reasons

• describe events andexperiences

• communicate in past,present, and future

• participate in a varietyof meaningful, real-lifesituations

• explain how to doeveryday activities orprocedures

• exchange opinions ontopics of interest,giving reasons andreactions

• describe or narrateevents, situations, orexperiences

• use a range ofvocabulary andexpressions in past,present, and future

• interact in a variety ofmeaningful, real-lifesituations

• express short- andlong-term plans, goals,and intentions

• exchange ideas,thoughts, and points ofview, giving reasonsand reactions

• describe, narrate,and analyse events,situations, orexperiences

• use a wide range ofvocabulary, complexityof expression, andidiom in past, present,and future

• interact spontaneouslyin a variety ofmeaningful, real-lifesituations

COMMUNICATING



A-4


Grade 5

• identify selectedinformation from[Target Language]resources to completemeaningful tasks

• express acquiredinformation in oral andvisual forms

• extract selectedinformation from [TargetLanguage] resources tocomplete meaningfultasks

• express acquiredinformation in oral andvisual forms

• extract and retrieveselected informationfrom [TargetLanguage] resourcesto completemeaningful tasks

• express acquiredinformation in oral,visual, and simplewritten forms

• extract, retrieve, andprocess selectedinformation from[Target Language]resources to completemeaningful tasks

• express acquiredinformation in oral,visual, and writtenforms

ACQUIRING INFORMATION



A-5


Grade 9

• extract, retrieve, andprocess informationfrom [Target Language]resources to completemeaningful tasks

• explain acquiredinformation in oral,visual, and writtenforms

• retrieve, process, andadapt information from[Target Language]resources to completemeaningful tasks

• explain in detailacquired information inoral, visual, and writtenforms

• retrieve, research,and use relevantinformation from[Target Language]resources to completemeaningful tasks

• summarize acquiredinformation in oral,visual, and writtenforms

• retrieve, research, andanalyse informationfrom [Target Language]resources to completemeaningful tasks

• synthesize acquiredinformation in oral,visual, and writtenforms

ACQUIRING INFORMATION



A-6


EXPERIENCING CREATIVE WORKS


Grade 5

• respond to creativeworks from [TargetLanguage] culture



• respond to authenticcreative works from[Target Language]culture


A-7


EXPERIENCING CREATIVE WORKS


Grade 9

• reflect on and respondto authentic creativeworks from [TargetLanguage] culture

• discuss and respond toauthentic creative worksfrom [Target Language]culture

• compare, contrast,and respond toauthentic creativeworks from [TargetLanguage] culture

• analyse and respondto authentic creativeworks from [TargetLanguage] culture


A-8


UNDERSTANDING CULTURAL INFLUENCES


Grade 5

• identify elementsof their own andclassmates’ culturalbackgrounds

• demonstrate anawareness of [TargetLanguage] culture inBritish Columbia

• identify selectedcharacteristics of[Target Language]culture

• identify elements of[Target Language]culture that are similarto or different fromtheir own

• identify and sharefamily customs androutines

• identify elements of[Target Language]culture present inBritish Columbia andCanada

• identify and shareschool and communitytraditions

• discuss the activitiesand interests of youngpeople in [TargetLanguage] culture


A-9


UNDERSTANDING CULTURAL INFLUENCES


Grade 9

• demonstrate anawareness ofcontemporary andtraditional customs of[Target Language]culture

• identify and describesimilarities anddifferences betweentheir own customs and[Target Language]customs

• describe ways inwhich English and[Target Language]have influenced eachother

• identify thecontributions of [TargetLanguage] people toCanada and the world

• compare and contrasttheir own customs tothose of [TargetLanguage] culture

• identify language,expressions, andbehaviours that reflectcultural context

• identify contemporaryissues in [TargetLanguage] culture

• demonstrate anunderstanding ofsimilarities anddifferences betweentheir own culture andthat of [TargetLanguage]

• identify and comparelanguage, expressions,and behaviours thatreflect cultural context

• analyse and discusscontemporary issuesin [Target Language]culture

• analyse and discusshow culture affectsbehaviour and attitude

• use language,expressions, andbehaviours to reflectcultural context


A-10


Introductory 11

COMMUNICATING

ACQUIRING

INFORMATION

EXPERIENCING

CREATIVE WORKS

UNDERSTANDING

CULTURAL INFLUENCES

It is expected that students will:• ask for information, permission, and clarification and respond

accordingly• recognize and use greetings, expressions of politeness, and

formal and informal forms of address• seek information and make suggestions about everyday

activities• communicate likes, dislikes, desires, and emotions, giving

simple reasons• describe and exchange information about activities, people,

places, and things• communicate in past, present, and future• participate in a variety of meaningful, real-life situations• derive meaning in new language situations

It is expected that students will:• extract, retrieve, and process information from [Target

Language] resources to complete meaningful tasks• explain acquired information in oral, visual, and simple written

forms

It is expected that students will:• reflect on, discuss, and respond to authentic creative works

from [Target Language] culture

It is expected that students will:• identify the contributions of [Target Language] people

to the world• identify and compare their own customs to those of [Target

Language] culture• describe ways in which [Target Language]

has influenced other languages

APPENDIX BLearning Resources

B-2

APPENDIX B: LEARNING RESOURCES

B-3


WHAT IS APPENDIX B?

Appendix B consists of general informationon learning resources and selecting learningresources for the classroom, followed byalphabetical annotated lists of locally selectedlearning resources.

SELECTING LEARNING RESOURCES

FOR THE CLASSROOM

Selecting a learning resource means choosinglocally appropriate materials, suitable for theage and interest level of the students. Theprocess of selection involves many of thesame considerations as the process ofevaluation, though not to the same level ofdetail. The Ministry of Education hasdeveloped guidelines to assist with theevaluation and selection of learning resourcesin the form of a document entitledEvaluating, Selecting, and ManagingLearning Resources: A Guide (Revised 2002)with accompanying CD-ROM tutorial andevaluation instruments. This document isavailable from Office Products Centre(1-800-282-7955). Content, instructionaldesign, technical design, and socialconsiderations may be included in thedecision-making process, along with anumber of other criteria.

The selection of learning resources should bean ongoing process to ensure a constant flowof new materials into the classroom. It ismost effective as an exercise in groupdecision making, coordinated at the schooland district levels. To function efficiently andrealize the maximum benefit from finiteresources, the process should operate inconjunction with an overall district andschool learning resource implementationplan. Resources must be evaluated through alocal, board-approved process.

CRITERIA FOR SELECTION

There are a number of factors to review whenselecting learning resources:

Content

The foremost consideration for selection isthe curriculum to be taught. Prospectiveresources must adequately support theparticular learning objectives that the teacherwants to address. Teachers will determinewhether a resource will effectively supportany given learning outcomes within acurriculum organizer. This can only be doneby examining descriptive informationregarding that resource; acquiring additionalinformation about the material from thesupplier, published reviews, or colleagues;and by examining the resource first-hand.

Instructional Design

When selecting learning resources, teachersmust keep in mind the underlying philosophyof the curriculum document. The LanguagesTemplate is based on the communicative-experiential approach, which emphasizes thepurposeful use of language to perform real-life tasks, share ides, and acquireinformation. Therefore, selected resourcesmust support the strong oral/auralunderpinning of the curriculum. In addition,teachers must consider the individuallearning styles and abilities of their students,as well as anticipate the students they mayhave in the future. Resources should supporta variety of special audiences, includinggifted, learning disabled, mildly intellectuallydisabled, and ESL students.

The instructional design of a resourceincludes the organization and presentationtechniques, the methods used to introduce,develop, and summarize concepts; and thevocabulary level. The suitability of all these

B-4


components should be considered for theintended audience. Teachers should alsoconsider their own teaching styles and selectresources that will complement them.

Technical Design

While the instructional design of a packagewill determine the conceptual organization, itis the technical design that brings thatstructure into reality. Good technical designenhances student access and understanding.Poor technical quality creates barriers tolearning. Teachers should consider the qualityof photographs, the illustrations, font size andpage layout, and durability. In the case ofvideo, audible and age appropriate narrationand variation in presentation style should beconsidered. When selecting digital resources,interactivity, feedback, constructiveengagement, usability, and functionality areimportant.

Social Considerations

Teachers must consider the appropriatenessof any resource from the perspective of thelocal community. An examination of aresource for social considerations helps toidentify potentially controversial or offensiveelements which may exist in the content orpresentation. Such a review also highlightswhere resources might support pro-socialattitudes and promote diversity and humanrights issues.

The intent of any Social Considerationsscreening process, be it at the local orprovincial level, is not to remove controversy,but to ensure that controversial views andopinions are presented in a contextualframework.

Media

When selecting resources, teachers shouldconsider the advantages of various media.Some topics may be best taught using aspecific medium. For example, video may bethe most appropriate medium when teachinga particular skill, since it provides a visualmodel that can be played over and over orviewed in slow motion for detailed analysis.Video can also bring otherwise unavailableexperiences into the classroom and reveal“unseen worlds” to students. Software maybe particularly useful when students areexpected to develop critical-thinking skillsthrough manipulation of a simulation, orwhere safety or repetition are factors. Print orCD-ROM resources can best be used toprovide extensive background information ona given topic. Once again, teachers mustconsider the needs of their students, some ofwhom learn better from the use of onemedium than another.

Use of Information Technology

Teachers are encouraged to embrace a varietyof educational technologies in their classrooms.To do so, they will need to ensure theavailability of the necessary equipment andfamiliarize themselves with its operation. If theequipment is not currently available, then theneed must be incorporated into the school ordistrict technology plan.

Funding

As part of the selection process, teachersshould be aware of school and districtfunding policies and procedures to determinehow much money is available for their needs.Learning resource selection should be viewedas an ongoing process that requires adetermination of needs, as well as long-termplanning, to co-ordinate individual goals andlocal priorities.

B-5


Existing Materials

Prior to selecting and purchasing newlearning resources, an inventory of thoseresources that are already available should beestablished through consultation with theschool and district resource centres. In somedistricts, this can be facilitated through use ofdistrict and school tracking systems. Suchsystems usually involve a computer databaseprogram (and possibly bar-coding) to helpkeep track of a multitude of titles. If such asystem is put on-line, then teachers can checkthe availability of a particular resource viacomputer.

A MODEL SELECTION PROCESS

The following series of steps is one way aschool might go about selecting learningresources.

1) Identify a resource co-ordinator(e.g., a teacher-librarian).

2) Establish a learning resources committee.3) Develop a school vision and approach to

resource-based learning.4) Identify existing learning resources5) Identify resource priorities.6) Apply criteria such as those used by the

Ministry of Education to shortlistpotential resources.

7) Examine resources first-hand at apublishers’ display.

8) Make recommendations for purchase.

B-6


APPENDIX B ANNOTATIONS

Appendix B comprises a comprehensive list of the resources for learning [Target Language]. Thetitles are listed alphabetically and each resource is annotated.

Stoddart Colour Visual DictionaryFrench-English

Author(s): Corbeil; Archambault

General Description: This contemporary picture dictionarycovers 600 subjects and identifies more than 25 000 termsin both French and English. A user's guide explains all thefeatures. Also included is an extended table of contents.Topics are categorized and colour coded to allow for easeof use. Illustrations are very detailed.

Caution: Illustrations of human anatomy are graphicallyexplicit.

Audience: General

Category: Student, Teacher Resource

Curriculum Organizer(s): Acquiring InformationCommunicating

Grade Level:

Supplier: Nelson Thomson Learning1120 Birchmount RoadScarborough, ONM1K 5G4

Tel: 1-800-268-2222 Fax: 1-800-430-4445

Price: $55.00

ISBN/Order No: 7737-2642X

Copyright Year: 1992

1. General Description

What information does an annotation provide?

2. Media Format 3. Title

4. Cautions6. The Grade Level Grid

5. Curriculum Organizers

K/1 2/3 4 5 6 7 8 9 10 11 12

� � � � � � � �

9. Supplier8. Audience7. Category

B-7


1. General Description

This section provides an overview of theresource.

2. Media Format

This section tells you what medium theresource is in. Possibilities include but arenot limited to:

3. Caution

This section tells teachers if the resourcemight raise any potentially sensitive issues.

4. Title

The exact title as printed on the book.

5. Curriculum Organizer(s)

This section tells teachers for whichcurriculum organizer(s) the resource is mostsuited.

6. Grade Level

This section indicates the suitable age rangefor the resource.

7. Category

This section indicates whether it is a studentand teacher resource, teacher resource, orprofessional reference.

8. Audience

This section indicates the suitability of theresource for different types of students.Possible student audiences include:

• General• English as a Second Language (ESL)• Students who are:

- gifted- blind or have visual impairments- deaf or hard of hearing

• Students with:- severe behavioural disorders- dependent handicaps- physical disabilities- autism- learning disabilities (LD)- mild intellectual disabilities (ID-mild)- moderate to severe/profound disabilities

(ID-moderate to severe/profound)

Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc/Videodisc

Multimedia

Music CD

Print Materials

Slides

Software

Video


B-8


9. Supplier

This section gives the name, address,telephone number, and fax number of thesupplier. Prices shown here are approximateand subject to change. Prices should beverified with the supplier.

APPENDIX BLearning Resources Information

B-11


Créer un monde de paix

General Description: This CD contains a variety of songsportraying the themes of animals, school, food, peace, andnature. The level of language is age appropriate forelementary Core French audiences and the music representsa variety of appealing styles. Words are included in the CDcover. Also available in audio cassette format.

Audience: General

Category: Teacher Resource

Curriculum Organizer(s): Experiencing Creative Works

Grade Level:

Supplier: Muffin Rhythm Co.RR 1, E-43Bowen Island, BCV0N 1G0

-Tel:1-800-668-6288 Fax: (604) 947-9630

Price: CD: $16.00Audio Cassette: $12.00

ISBN/Order No: CD: 4030Audio Cassette: 4010


Stoddart Colour Visual DictionaryFrench-English

Author(s): Corbeil; Archambault

General Description: This contemporary picture dictionarycovers 600 subjects and identifies more than 25 000 termsin both French and English. A user’s guide explains all thefeatures. Also included is an extended table of contents.Topics are categorized and colour coded to allow for easeof use. Illustrations are very detailed.

Caution: Illustrations of human anatomy are graphicallyexplicit.

Audience: General

Category: Student, Teacher Resource

Curriculum Organizer(s): Acquiring Information Communicating

Grade Level:

Supplier: Nelson Thomson Learning1120 Birchmount RoadScarborough, ONM1K 5G4

Tel:1-800-268-2222 Fax: 1-800-430-4445

Price: $55.00

ISBN/Order No: 7737-2642X


K/1 2/3 4 5 6 7 8 9 10 11 12

� � � � � � � �

K/1 2/3 4 5 6 7 8 9 10 11 12

� � �

Note to IRP developers: These two learning resource information templates are provided to help youformat your target language learning resources annotations. These samples are based on annotations fromthe Core French IRP. When you create your annotations, substitute the appropriate icons (which you cancopy from page B-7) and information for the learning resources you wish to include.

B-12


APPENDIX CAssessment and Evaluation

C-2

APPENDIX C: ASSESSMENT AND EVALUATION • Introduction

C-3


INTRODUCTION

After a general discussion of assessment andevaluation, this appendix uses sampleevaluation plans to show how activities,assessment, and evaluation might cometogether in a particular [Target Language]program. Prescribed learning outcomes,expressed in observable terms, provide thebasis for the development of learningactivities, and for assessment and evaluationstrategies.

These samples show how teachers mightstructure a unit. These topics and activitiesare ideas only. Teachers can adapt themaccording to their teaching situation.

COMMUNICATIVE ASSESSMENT AND EVALUATION

Assessment is the systematic gathering ofinformation about what students know, whatthey are able to do, and what they are workingtoward. Communicative assessment toolsinclude practice assignments, quizzes,samples of student work, pencil-and-papertests, projects, and oral and written reports.Assessment methods include observation,student self- and peer assessments, holisticrating scales, performance reviews, andportfolio assessments.

Teachers evaluate student performance fromthe information collected through assessmentactivities. Teachers use their insight, knowledgeabout learning, and experience with students,along with specific criteria they establish, tomake judgements about student performancein relation to prescribed learning outcomes.

Students benefit most when teachers provideevaluation on a regular, ongoing basis. Whenteachers and students see evaluation as anopportunity to promote learning ratherthan as a final judgement, it shows learnerstheir strengths and suggests how they candevelop further. Students can use this

information to redirect efforts, make plans,and establish future learning goals.

Evaluation may take different forms,depending on the purpose.• Criterion-referenced evaluation should be

used to evaluate student performance inclassrooms. Evaluation is referenced tocriteria based on learning outcomesdescribed under the curriculum organizersfor the target language. The criteriareflect a student’s performance based onspecific learning activities. When astudent’s program is substantiallymodified, evaluation may be referencedto individual goals. These modificationsare recorded in an Individual EducationPlan (IEP).

• Norm-referenced evaluation is used forlarge-scale assessments; it is not to beused for classroom assessment. Aclassroom does not provide a largeenough reference group for a norm-referenced evaluation system. Norm-referenced evaluation compares studentachievement to that of others rather thancomparing how well a student meets thecriteria of a specified set of outcomes.

CRITERION-REFERENCED EVALUATION

In criterion-referenced evaluation, a student’sperformance is compared to establishedcriteria rather than to the performance ofother students. Evaluation referenced to acurriculum requires that criteria areestablished based on the learning outcomeslisted under the curriculum organizers for thesubject.

Criteria are the basis of evaluating studentprogress; they identify the critical aspects ofa performance or product that describe inspecific terms what is involved in meetingthe learning outcomes. Teachers can usecriteria to evaluate student performance in

C-4


Step 1 Identify the expected learning outcomes (as stated in the Integrated ResourcePackage).

Step 2 Identify the key learning objectives for instruction and learning.

Step 3 Establish and set criteria. Involve students, when appropriate, in establishingcriteria.

Step 4 Plan learning activities that will help students gain the knowledge or skillsoutlined in the criteria.

Step 5 Prior to the learning activity, inform students of the criteria against which theirwork will be evaluated.

Step 6 Provide examples of the desired levels of performance.

Step 7 Implement the learning activities.

Step 8 Use assessment methods appropriate to the particular assignment andstudent.

Step 9 Review the assessment data and evaluate each student’s level ofperformance or quality of work in relation to the criteria.

Step 10 Where appropriate or necessary, assign a letter grade that indicates how wellthe criteria are met.

Step 11 Report the results of the evaluation to students and parents.

Criterion-referenced evaluation may be based on these steps:

relation to learning outcomes. For example,weighting criteria, using rating scales, ordeveloping performance rubrics (referencesets) are three ways teachers can evaluatestudent performance using criteria.

Samples of student performance shouldreflect learning outcomes and identified

criteria. The samples clarify and makeexplicit the link between evaluation andlearning outcomes, criteria, and assessment.

Where a student’s performance is not aproduct, and therefore not reproducible,teachers should provide a description of theperformance sample.

C-5


PORTFOLIOS

A portfolio is a purposeful collection of astudent’s work that shows the student’s effort,progress, and achievement over time.Portfolios can be designed for a variety ofpurposes. They can motivate students,encourage parental participation, and providedirect evidence of student progress. Beforeusing a portfolio approach to evaluation, theteacher should consider the followingquestions:

• What are the applied tasks for which theportfolio will serve as a record?

• What should be included in the portfolio?• In what ways should students be involved

in the process?

A planning sheet can be used by the teacherand student for determining and clarifyingthe purpose, design, and construction of astudent portfolio.

APPENDIX CAssessment and Evaluation Samples

C-8

APPENDIX C: ASSESSMENT AND EVALUATION • Samples

C-9


The samples in this section showhow a teacher might link criteria tolearning outcomes. Each sample is

based on prescribed learning outcomes takenfrom one or more organizers. The samplesprovide background information to explain theclassroom context, suggested instructional tasksand strategies, the tools and methods used togather assessment information, and the criteriaused to evaluate student performance.

HOW THE SAMPLES ARE ORGANIZED

There are five parts to each sample:1. Identification of the prescribed learning

outcomes2. Overview3. Planning for assessment and evaluation4. Defining the criteria5. Assessing and evaluating student

performance

1. Prescribed Learning OutcomesThis part identifies the organizer or organizersand the specific prescribed learning outcomeson which the sample is based.

2. OverviewThis is a summary of the key features of thesample.

3. Planning for Assessment and EvaluationThis part outlines:• background information to explain the

classroom context• instructional tasks• opportunities that students were given to

practise learning• feedback and support that was offered to

students by the teacher• ways in which the teacher prepared

students for the assessment

4. Defining the CriteriaThis part illustrates the specific criteria(based on prescribed learning outcomes)and the assessment task.

5. Assessing and Evaluating Student PerformanceThis part includes:• assessment tasks or activities• the support the teacher offered students• the tools and methods used to gather the

assessment information• the way the criteria were used to evaluate

the student performance

EVALUATION SAMPLES

The samples on the following pages illustratehow a teacher might apply criterion-referencedevaluation in [Target Language] 5 to 12.

• Grade 5: Photo SafariPage C-10

• Grade 6: A CelebrationPage C-15

• Grade 7: Personal Clothing AlbumPage C-22

• Grade 8: Leisure TimePage C-27

• Grade 9: Keeping in TouchPage C-34

• Grade 10: FriendshipPage C-43

• Grade 11: Contemporary IssuesPage C-49

• Grade 12: Legend, Folk Tale, orTraditional StoryPage C-55

• Introductory 11: MemoriesPage C-67

C-10


GRADE 5

Topic: Photo Safari

1. PRESCRIBED LEARNING OUTCOMES

CommunicatingIt is expected that students will:• ask and respond to simple questions• communicate likes, dislikes, needs, and

wants• respond to classroom instructions

Acquiring InformationIt is expected that students will:• identify selected information from [Target

Language] resources to completemeaningful tasks


Experiencing Creative WorksIt is expected that students will:• respond to creative works from [Target

Language] culture

2. OVERVIEW

Students worked in pairs over a two-weekperiod. Each pair researched two animals andproduced an information sheet for eachanimal. The sheets were collected to form aclass photo safari. Evaluation was based on:• participation in oral activities• animal information sheet• role-play situation• oral presentation

3. PLANNING FOR ASSESSMENT

AND EVALUATION

• The teacher read a [Target Language]story with several animal characters tostudents.

• In English, the class discussed theanimals mentioned in the story. The

teacher explained that students would becreating a photo safari and in pairs wouldpresent role plays. The teacher providedstudents with the names of animals in[Target Language]. The students practisedthe vocabulary by means of flashcards,crossword puzzles, and word searches.

• The class brainstormed, using Englishwhen required, the types of informationthat might be included on the animalinformation sheets. Using simplemultimedia software, the teacher designed aform to be used by students to collect theirdata. The students scanned pictures anddownloaded them onto the forms.

• Working in pairs, students chose twoanimals to research and present to the class.They also picked an additional animal oranimals for their role play. The teacherprovided a list of [Target Language] websites, CD-ROMs, and picture books thatstudents could consult for moreinformation.

• To give students the sentence frames theyneeded, the class worked through a samplesheet for an animal.

• The presentation to the class was in theform of the word game “Who am I?”Students wrote five clues describing theiranimal (e.g., I am large. I am grey.) Aftereach clue, the class attempted to guess theanimal.

• Students were given a choice of role-playsituations:- purchasing a real or stuffed animal- looking for a lost animal- performing a puppet show in which two

animals converse• In pairs, students presented the role plays to

the class.• After the presentations and role play, the

information sheets were collected anddisplayed as a class photo safari.

C-11


4. DEFINING THE CRITERIA

The teacher discussed the following criteriaat the beginning of the activity and offeredfrequent reminders as students worked.Students had copies of the criteria and ratingscales in their notebooks.

Individual Participation During Project WorkTo what extent does the student:• attempt to use [Target Language] in asking

and responding to simple questions• use visual and contextual clues to guess

meaning• respond to classroom instructions

Animal Information SheetTo what extent does the student:• record required information• show evidence of research• provide a photo, picture, or drawing

of the animal

Oral PresentationsTo what extent does the student:• take risks; make an effort to speak [Target

Language]• follow simple directions for classroom

routines• use practised structures to ask and answer

questions• show interest and perseverance in using

[Target Language] resources• pronounce familiar words and phrases

with increasing accuracy

5. ASSESSING AND EVALUATING

STUDENT PERFORMANCE

The teacher used performance rating scales todetermine the extent to which students wereable to demonstrate learning outcomesidentified at the beginning of the unit.Different rating scales were used for theiranimal information sheets and participation inoral activities. The class discussed the ratingscales before students began their assignments,and all students had copies of the scales. Thesame rating scales were adapted for otherperformance tasks throughout the year.

Animal Information Sheet (Sample)Note: Chart captions to be translated into [Target Language].

Animal

domestic wild carnivore herbivore omnivore land water air

Type Food Habitat

ColourSizeOther

Photo ordrawing

Indicate with a checkmark (✔).

Student Name

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Oral Participation

Criteria Game Rating Role Play Rating

• takes risks; makes effort to speak [TargetLanguage]

• follows simple directions for classroomroutines (game)

• communicates likes, dislikes, wants, andneeds (role play)

• uses practised structures to ask andanswer questions

• shows interest and perseverance in using[Target Language] resources

• pronounces familiar words and phraseswith increasing accuracy

Key: 3 – Independently/minimal support2 – With some support1 – With continuing support0 – Not demonstrated

Individual Participation During Project Work

Criteria Rating

• attempts to use [Target Language] in asking and responding to simplequestions

• uses visual and contextual clues to guess meaning

• responds to classroom instruction

Key: 3 – Strong2 – Satisfactory1 – Needs improvement0 – Not demonstrated

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Animal Information Sheet

Rating Criteria

Goes beyond the basic requirements to demonstrate additional learning(e.g., includes adjectives not presented in class). Effectively usescreativity, colour, and visual enhancement.

Complete and accurate. Uses vocabulary provided to presentinformation. Uses colour or other visual enhancement. May includeminor errors.

Basic. Includes required information and vocabulary provided. May omitcolour or other visual enhancement, or use wrong word in places.

May be incomplete, inappropriate, or incomprehensible.

Outstanding4

Very Good3

Satisfactory2

RequirementsNot Met

1

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GRADE 6

Topic: A Celebration


CommunicatingIt is expected that students will:• make and respond to simple requests• present information about themselves

and others• identify formal and informal forms

of address• express preferences and interests• participate in known and predictable

classroom situations

Acquiring InformationIt is expected that students will:• extract selected information from

[Target Language] resources to completemeaningful tasks


Experiencing Creative WorksIt is expected that students will:• respond to creative works from [Target

Language] culture

Understanding Cultural InfluencesIt is expected that students will:• identify selected characteristics of [Target

Language culture• identify elements of [Target Language]

culture that are similar to or different fromtheir own

2. OVERVIEW

This unit introduced students to a traditional[Target Language] celebration. The activitiestook place over a three-week period.Evaluation of the prescribed learningoutcomes was based on:• participation during class activities

(including group and partner work)

• oral communication during classroomactivities and project work

• accessing information from an authenticdocument

• creation of an invitation• comparison chart• one or more of a menu, recipe poster,

decoration (craft), and CD or cassette ofrecorded music


AND EVALUATION

• The teacher introduced the unit byshowing the class a number ofphotographs of various kinds ofcelebrations. The students tried to guesswhat event was being celebrated.

• The class then investigated variousoccasions celebrated in [TargetLanguage] culture. They began bylooking at several English and [TargetLanguage] resources with informationand pictures of various [Target Language]celebrations. The teacher also showed avideo about a [Target Language]celebration.

• After viewing the video, the classdiscussed similarities and differences inhow people celebrate special occasions in[Target Language] culture and their own.Using [Target Language] words andexpressions when possible, studentsanswered questions, such as:- What are some occasions you and your

family celebrate?- What are some occasions people in

[Target Language] areas celebrate?- Are any of these occasions celebrated in

both cultures?- Where do these celebrations usually

take place?- Are special clothes worn? What kind?- Are special foods served? What kind?- What other traditions are part of these

celebrations?

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• Students were invited to present theirfindings to the class. The teacher askedstudents to listen carefully to thepresentations, because they were going toselect one of the [Target Language]occasions and celebrate it in class. Whenthe presentations were complete, the classheld a vote to choose their favouritecelebration.

• The class discussed what they would doto prepare for the celebration, collating

The teacher recorded useful vocabularyand structures on the board.

• After the discussion, each student choseone celebration from [Target Language]culture and one from their own cultureand completed a comparison chart.Students used print resources, theInternet, or asked community resourcepeople for ideas. They were to use [TargetLanguage] words and phrases as much aspossible on their chart.

Celebration Comparison Chart (Sample)

My(or another)

culture

([TargetLanguage])

culture

Different Same Different

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their ideas on flip chart paper to displayin the classroom. They decided who theywould invite, including [TargetLanguage] community members, whereand when they would hold theircelebration, and that they would havetraditional food, make decorations orcrafts, compile appropriate [TargetLanguage] music, and have [TargetLanguage] activities or entertainment.

• In pairs or small groups, students used theavailable resources to find out moreabout the celebration. They researchedappropriate food and beverages, music,decorations, and activities or entertainment.

• As a class, they summarized theirfindings on the flip chart paper, and thendecided on who would do or bring what.

• The teacher provided students with acopy of an authentic invitation to acelebration, pointing out the formal formof address and important informationsuch as description, date, time, location,if guests should bring anything, and howguests should respond. Students thencreated invitations to their celebration.The invitations were hand drawn orcomputer generated.

• After planning the menu, studentsdecided on who would bring individualitems. They formed small groups to cookthe more complicated dishes and madeposters of the recipes to display duringthe celebration.

• Students decided that they would makesimple traditional crafts as decorationsand would record a selection ofappropriate [Target Language] songs onCD or cassette to play at the celebration.

• Students also decided that they wouldplay a traditional game during the partyand would invite a community resourceperson to come to talk to them or give ademonstration during the celebration.

• The teacher helped with planning andmaterials where required.

• On the day of the celebration, studentsdecorated the classroom, brought foodand beverages, played music, and enjoyedthe game and demonstration by thecommunity resource person.


The teacher reviewed the learning outcomesfor these activities, explaining therequirements of each task to students. Theteacher and students decided the followingkey criteria should be demonstrated in theassigned tasks. Students would be evaluatedon the Celebration Comparison Chart, theirparticipation during project work, acquiringinformation from an authentic document, theinvitation, and one or more of the menu,recipe poster, decoration or traditional craft,or the CD or cassette recording.

Celebration Comparison ChartTo what extent does the student:• identify similarities and differences

between celebrations in [TargetLanguage] culture and their own

• use [Target Language] words and phrasesto express similarities and differences

Oral Communication during ClassroomActivities and Project WorkTo what extent does the student:• use [Target Language] in asking and

responding to simple questions• make him- or herself understood• respond to and support others when they

are speaking [Target Language]

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Accessing Information from AuthenticDocumentsTo what extent does the student:• try a variety of approaches, skills, and

strategies to obtain information• extract accurate information from source• use extracted information appropriately

InvitationTo what extent does the student:• identify the need to use formal forms

of address• reproduce [Target Language] key words

and phrases accurately• show appropriate organization of

information• show consideration for audience

(e.g., eye-catching, easy to follow)

MenuTo what extent does the student:• present the information in a clear,

complete, and logically organized manner• use varied and accurate vocabulary• include a variety of authentic dishes,

desserts, and beverages

Recipe PosterTo what extent does the student:• provide required information• reproduce understandable [Target

Language] words and phrases• show consideration for audience (e.g.,

eye-catching, understandable)• use appropriate recipe vocabulary

Decoration or Traditional CraftTo what extent does the student:• create an object that reflects [Target

Language] culture• show detail, creativity, and appeal to the

audience

CD or Cassette RecordingTo what extent does the student:• include required selections• demonstrate reflection in choices


STUDENT PERFORMANCE

Teachers and students used performancerating scales to evaluate student work. Theclass discussed the rating scales beforestudents began their assignments, and allstudents had copies of the scales. The samerating scales were adapted for otherperformance tasks throughout the year. At theend of the unit, the teacher conferencedbriefly with each student about workcompleted.

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Celebration Comparison Chart

Criteria Rating

• identifies similarities and differences between celebrations in [TargetLanguage] culture and their own

• uses [Target Language] words and phrases to express similaritiesand differences

Key: 3 – Excellent2 – Good1 – Satisfactory0 – Not demonstrated

Oral Communication during Classroom Activities and Project Work

Criteria Rating

• uses [Target Language] in asking and responding to simple questions

• makes him- or herself understood

• responds to and supports others when they are speaking [Target Language]


Criteria Rarely Sometimes Always

• tries a variety of approaches, skills, andstrategies to obtain information

• extracts accurate information from sources

• includes appropriate information

Accessing Information from Authentic Documents

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Rating Criteria

Strong4

Satisfactory3

Partial/Marginal

2

Weak1

• goes beyond the basic requirements to demonstrate additionallearning

• uses formal or informal address correctly and reproduces key [TargetLanguage] words and phrases accurately

• information is clearly organized and while there may be minor errors,these do not detract from the overall message

• the illustration is eye-catching and attractive

• meets the requirements at a basic level• while it may have a strong visual focus, the written presentation is not

as detailed• use of vocabulary and key phrases is accurate but minimal• errors may cause confusion but the invitation is generally

understandable

• may deal with information in a cursory way• information is either incomplete or not presented in a well organized

manner• tends to rely on limited vocabulary and often includes errors in spelling

and sentence structure

• does not meet listed criteria• message may be incomprehensible, inappropriate or extremely brief• illustrations may be missing or unrelated to context

Invitation

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Criteria Rating Comments

• provides all required information

• includes relevant and interesting details

• reproduces [Target Language] wordsand phrases in understandable form

• shows consideration for audience(e.g., eye-catching, easy to understand)

• uses appropriate recipe vocabulary

Overall Rating Rating Comments

Recipe Poster


Menu

Rating Criteria

Outstanding4

Good3

Satisfactory2

RequirementsNot Met

1

Exceeds criteria and requirements. Menu is clear, complete, logicallyorganized, and includes language and cultural features that go beyondbasic requirements of the task.

Meets all criteria at a good level. Menu is clear, complete, logicallyorganized. Most [Target Language] words and phrases are writtencorrectly. Includes some detail.

Meets most criteria at a satisfactory level. Generally understandable,complete, and logically organized. May include some errors in spellingor vocabulary that causes parts of the communication to be unclear orconfusing. Tends to rely on basic vocabulary and patterns. Little detail.

Does not demonstrate listed criteria. Message may beincomprehensible, inappropriate, or extremely brief.

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CD or Cassette Recording

Criteria Rating

• includes required selections

• demonstrates reflection in choices


Decoration or Traditional Craft

Criteria Rating

• creates an object that reflects [Target Language] culture

• shows detail, creativity, and appeal to the audience


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GRADE 7

Topic: Personal Clothing Album

1. PRESCRIBED LEARNING OUTCOMES:

CommunicatingIt is expected that students will:• ask for and give simple information• exchange information about themselves• share information about activities and

interests• participate in classroom activities• begin to derive meaning in new language

situations

Acquiring InformationIt is expected that students will:• extract and retrieve selected information


• express acquired information in oral,visual, and simple written forms

2. OVERVIEW

This unit was presented in September. Overapproximately eight 40-minute classes,Grade 7 students developed and presentedclothing albums. Evaluation was based on:

• a personal clothing album that eachstudent prepared

• self-assessment and analyses (in English)• oral presentations to small groups (in the

target language)


AND EVALUATION

• The teacher introduced the topic byasking students how they plan and selecttheir clothing for a new school year.What factors do they consider? Howmuch do they plan in advance? Students

were then presented with several options:- create and present an album showing

his or her clothing needs for Grade 7- create and present an album showing

the clothing needs for a friend (real orimaginary) in Grade 7

- create and present an album showingthe wardrobe they would choose forGrade 7 if they did not have to considera budget

• Students brainstormed to develop a list ofclothing vocabulary in [TargetLanguage]. They posted the list on chartpaper for easy reference. The teacherencouraged them to consult varioussources (e.g., textbooks, magazines,bilingual dictionaries) to add to the list asthey worked on their projects.

• The teacher distributed a selection of[Target Language] catalogues forstudents to look at and focused theirattention on the ways the catalogues wereorganized. They discussed a variety ofways to organize their own collections(e.g., by season, body part, activity).

• Students spent two periods “shopping” inthe catalogues by cutting out the clothingand accessories they would need for theirGrade 7 school year. Some students drewand coloured several of the clothing itemsthey wanted to include. Students usedclassroom resources (including bilingualdictionaries, class charts, [TargetLanguage] clothing catalogues, andtextbooks) to find the vocabulary theyneeded. The teacher circulated andobserved students as they worked, askingquestions in [Target Language] andhelping them to answer. The teacherprovided immediate feedback andrecorded observations on a checklist.

• The teacher reviewed key structures andvocabulary and helped students practisephrases they could use in their

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presentations, as well as questions theycould ask other presenters. Studentspractised their presentations withpartners, then worked in small groups topractise asking and answering questionssuch as:Do you like wearing hats?Yes, I like hats. No, I don’t like wearinghats.

• The teacher presented a peer-evaluationform to the class. The teacher thendiscussed evaluation with students,including what to look for in thepresentations and how to offer usefulfeedback to presenters. The classpractised completing a form.

• Students presented their albums to theclass. Each student in the audience wasrequired to ask at least two questions ofany presenter and to complete a peer-evaluation form for two students,previously selected by the teacher.

• Students submitted their albums, theirspeaking notes, the peer evaluations theyreceived, and self-evaluations.


The teacher reviewed the learning outcomesfor these activities and explained therequirements of each task. The teacher andstudents agreed on the key criteria that shouldbe demonstrated in each of the assignedtasks.

Personal AlbumTo what extent does the student:• provide relevant and appropriate

information• include detail and sufficient information• write captions in [Target Language]• organize information and present it in

logical categories

Oral PresentationTo what extent does the student:• provide relevant and appropriate

information• speak in [Target Language]• speak with some fluidity• attempt to self-correct• respond to questions with relevant

information

Self-AssessmentTo what extent does the student:• use only [Target Language]• pronounce [Target Language] words

correctly• use [Target Language] words and

expressions learned in class• use new [Target Language] words• rephrase if not understood• use gestures to help people understand

Personal Response to Other PresentationsTo what extent does the student:• listen attentively• provide encouragement to other

presenters• ask questions of presenters


STUDENT PERFORMANCE

The teacher used rating scales to evaluatestudent performance. Students were givencopies of the rating scales as they practisedand prepared their presentations. The samescales were adapted for a variety of otherassignments throughout the year.

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Personal Album

Rating Criteria

Outstanding4

Good3

Satisfactory2

RequirementsNot Met

1

Meets all criteria. Goes beyond the basic requirements to demonstrateadditional learning (e.g., includes vocabulary beyond the practised list,features interesting or unusual details, labels include explanation oranalysis).

Complete and accurate. Uses the structures and vocabulary providedto present required information. Includes a variety of clothing.

Meets the requirements. Clothing is mostly from limited categories. Mayomit some information or make errors (e.g., labels or matches todiagram are incorrect or incomplete).


Oral Presentation

Criteria Rating

• provides relevant and appropriate information

• speaks in [Target Language]

• speaks with some fluidity

• attempts to self-correct

• responds to questions with relevant information


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Student Self-Assessment (Oral Presentation)

Name:

Date:

Unit/Topic/Theme:

In my oral presentation, I...

❒ used [Target Language]

❒ pronounced [Target Language] words correctly

❒ used [Target Language] words and expressions learned in class

❒ used new [Target Language] words

❒ rephrased if not understood

❒ used gestures to help people understand

I am proud that _______________________________________________________________

___________________________________________________________________________

Next time, I would _____________________________________________________________

___________________________________________________________________________

I feel that I need to ____________________________________________________________

___________________________________________________________________________

In order to improve ____________________________________________________________

___________________________________________________________________________

I felt frustrated about ___________________________________________________________

___________________________________________________________________________

When I was preparing my oral presentation _________________________________________

___________________________________________________________________________

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Personal Response to Other Presentations

Criteria Rating

• listens attentively

• provides encouragement to other presenters

• asks questions of presenters

Questions asked:1.

2.


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GRADE 8

Topic: Leisure Time


CommunicatingIt is expected that students will:• ask for and give information, permission,

and clarification• seek information about activities

and interests• participate in familiar activities (real or

simulated)• derive meaning in new language

situations

Acquiring InformationIt is expected that students will:• extract, retrieve, and process selected


• express acquired information in oral,visual, and written forms

2. OVERVIEW

Over a two-week period, the teacherdeveloped a series of activities that focusedon pastimes and leisure activities. Evaluationwas based on:• participation in oral activities• visual and oral summaries• creation of mobiles• oral participation in a game• accessing information from authentic

documents• role play• creation of postcards


AND EVALUATION

• The teacher began the unit by developinga list of vocabulary with the class tosupport the topic. Students brainstormed

and recorded useful words andexpressions on the board and thenrecorded this vocabulary in their personaldictionaries.

• Working in groups of three or four,students were assigned one of thefollowing categories: winter, spring,summer, fall, indoor, outdoor, individual,team, or group. They surveyed theirclassmates by asking What do you like todo in _________ (e.g., winter)? orWhat do you like to do _________(e.g., indoors)? or What do you like todo _________ (e.g., on your own)?

• Groups compiled results and representedthem visually to the class (e.g., pie chart,bar graph). Each group also presented anoral summary of the class results, usingthe visual as an aid. Any new vocabularywas added to the list on the board andrecorded in students’ dictionaries.

• To reinforce the new vocabulary and thecategories, the teacher created classroomcorners labelled winter, spring, summer,and fall. Students chose corners that bestsuited their favourite activities and asnewly formed groups, classmates sharedtheir preferences (e.g., I like to ski inwinter). The teacher then had studentsmove to different corners and share newinterests and activities until they hadvisited each season.

• Students individually created mobilesthat depicted various pastimes thatinterested them. Vocabulary wasexpanded (through use of dictionaries,web sites, newspapers, and magazines) toinclude necessary equipment, specialclothing, facilities, role models, and so onfor labelling the array of photos/illustrations, objects, and ideas. Studentswere encouraged to cut cardboard shapeson which to present their information andhang them with both sides illustratingtheir interests.

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• The class brainstormed a list of questionsthat students could use to find outessential information about theirclassmates’ pastimes (e.g., Where do youdo/play/practise ______? With whom doyou do/play/practise ______? How longhave you been doing/playing/practising______?) Students were expected to addthe list of questions to their personaldictionaries.

• In small groups, students prepared fora game where only one of them wouldtruthfully present his or her favouritepastimes to the class and the otherswould try to deceive their classmateswith imaginary pastimes they hadinvented for themselves. The group stoodtogether and briefly summarized thedetails of their “favourite” activities.After the presentation, the other studentgroups were allowed a few minutes ofquestioning at the end. By using andpractising their list of questions, studentsattempted to acquire enough information tocatch their classmates in a lie anddetermine who was being honest. Eachgroup presented in turn. A point wasawarded to students who correctlyidentified the truth-teller.

• Students then looked at theentertainment/sports sections of [TargetLanguage] newspapers and explored[Target Language] web sites to findactivities that would interest them for theweekend. The teacher helped studentsprepare by discussing strategies fordealing with authentic documents (e.g.,listing cognates that supportunderstanding, examining visuals formeaning, scanning for dates, times,location, and costs).

• In pairs, students role-played scenes infront of the class. Each student inquiredabout what his or her partner wanted todo on the weekend (e.g., This weekend Iwant to _____. I am going to _____. Howabout you?) Students in the audiencelistened carefully for details (time, place,cost, and so on) keeping track in theirnotebooks.

• After all of the role plays were presented,the teacher asked students to choose anevent from those mentioned and design aticket for it. The teacher providedexamples of authentic tickets and theclass discussed what pertinentinformation was needed for thisassignment.

• The next day, students presented theirtickets as they entered the room. Theywere asked to circulate around the roomasking the question Where are yougoing? in order to find others going to thesame event. Once they had groupedthemselves, they briefly presentedinformation describing where they weregoing (e.g., I’m going to the game. It’s ateight o’clock.)

• As a culminating activity, studentsdesigned postcards to send to a friend orfamily member from the event they wereattending. Using an example, the teacherand students discussed components of apostcard, noting new vocabulary forgreetings and leave-taking on the board.Students were reminded to keep theirwriting brief to suit the parameters of apostcard. Students were expected to usethe information acquired from the ticketand authentic resources, but wereencouraged to be creative about otherdetails. Students used illustrations,collages, photos, or computer graphicsto visually depict the event.

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The teacher reviewed the learning outcomesfor these activities and explained therequirements of each task. The teacher andstudents decided the following key criteriashould be demonstrated in the assigned tasks.

Oral Participation in Classroom ActivitiesTo what extent does the student:• interact with classmates to obtain

information• use [Target Language] to ask and respond

to questions• respond to and support others when they

are speaking [Target Language]

Visual and Oral SummaryTo what extent does the student:• provide all required information• include relevant and interesting details• show appropriate organization of

information• communicate an understandable message

Student MobilesTo what extent does the student:• provide all required information• include relevant and interesting details• reproduce [Target Language] words and

patterns in understandable form• show consideration for audience (e.g.,

eye-catching, easy to understand)• use appropriate vocabulary in labels• spell key vocabulary correctly

Oral Participation in a Game or Role PlayTo what extent does the student:• provide a comprehensible message• include some understandable details• recognize and respond to simple questions• use appropriate patterns and frames to

include known expressions and vocabulary• sustain the use of [Target Language]

throughout the activity

• use intonation, miming, gestures, andbody language to support the informationor message

• pronounce familiar words and phraseswith increasing accuracy

Accessing Information fromAuthentic DocumentsTo what extent does the student:• try a variety of approaches, skills, and

strategies to obtain information• extract accurate information from sources• include appropriate information

Postcard ProjectVisualTo what extent does the student:• provide appropriate illustrations or

photos• include relevant and interesting details• show consideration for the audience (e.g.,

eye-catching, easy to understand)WrittenTo what extent does the student:• write a clear and understandable account• convey the main events accurately• take risks with language and use a range

of vocabulary


STUDENT PERFORMANCE

The teacher used performance rating scalesto evaluate students’ work in this unit.Students were given copies of the ratingscales and discussed them in English beforethey began working on their assignments.Teachers and students also discussed andused scales to assess and provide feedbackon the visual and written aspects of thepostcard project.

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Oral Participation in Classroom Activities

Criteria Rating

• interacts with classmates to obtain information

• uses [Target Language] to ask and respond toquestions

• responds to and supports others when they arespeaking [Target Language]

• pronounces familiar words and phrases withincreasing accuracy

Date

Visual and Oral Summary

Criteria Rating



• shows appropriate organization of information

• has an understandable message



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• reproduces [Target Language] wordsand patterns in understandable form

• shows consideration for audience(e.g., eye-catching, easy to understand)

• uses appropriate vocabulary in labels

• spells correctly

Overall Rating Rating Comments

Student Mobiles


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Oral Participation in a Game or Role Play

Criteria Game Rating Role-Play Rating

• provides a comprehensible message

• includes some understandable details

• recognizes and responds to simple questions

• uses appropriate patterns and frames to includeknown expressions and vocabulary

• sustains the use of [Target Language] throughoutthe activity

• uses intonation, miming, gestures, and bodylanguage to support information or message

• pronounces familiar words and phrases withaccuracy


• tries a variety of approaches, skills, andstrategies to obtain information

• extracts accurate information from sources

• includes appropriate information

Accessing Information from Authentic Documents


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Postcard Project

Rating Criteria

Strong4

Satisfactory3

Partial/Marginal2

Weak1

Goes beyond the basic requirements to demonstrate additionallearning. For example, may include a variety of details about activitiesor use language structures not practised in class. Information isaccurate and clearly organized. May include some minor errors inlanguage, but these do not detract from the overall impact. Illustrationor photo is interesting, relevant, attractive, and supports the ideasdescribed in the text of the postcard.

Meets most requirements at a basic level. May be inconsistent, withsome aspects, such as the visual, stronger and more detailed thanwritten presentation. Use of vocabulary is accurate, but may berepetitious. Errors may cause some confusion but the postcard isgenerally understandable.

May deal with requirements in a cursory way or show extremeinconsistency with some aspects completed at a good level and othersat an unsatisfactory level. Tends to rely on limited vocabulary and oftenincludes errors in spelling and sentence structure. Postcard is difficult tounderstand in places.

Does not demonstrate listed criteria. Message may be incomprehensible,inappropriate, or extremely brief. Illustration or photo may be missing orunrelated to text.

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GRADE 9

Topic: Keeping in Touch


CommunicatingIt is expected that students will:• ask for and give assistance and detailed

information• share opinions and preferences, giving

reasons• describe and exchange information about

activities, people, places, and things• communicate in present and future• participate in selected meaningful,

real-life situations

Acquiring InformationIt is expected that students will:• extract, retrieve, and process information


• explain acquired information in oral,visual, and written forms

Experiencing Creative WorksIt is expected that students will:• reflect on and respond to authentic


Understanding Cultural InfluencesIt is expected that students will:• identify and describe similarities and

differences between their own customsand those of [Target Language]

2. OVERVIEW

The teacher developed a series of web-basedactivities to initiate correspondence withstudents in [Target Language] culture. Theteacher considered a variety of ways to dothis, for example, by students correspondingwith individual students in another class, by

the class as a whole creating messages foranother class, or by having studentsparticipate in a student listserv or chat group.The introductory activities occurredcontinuously over two weeks of classes,while the correspondence process continuedfor the remainder of the school year.

Although this sample deals with electroniccorrespondence, it can be easily adapted toa penpal situation.

Evaluation was based on:• participation in oral preparation activities• information collection from the Internet• visual projects developed on [Target

Language] activities, people, places, andthings

• actual correspondence students sent totheir “keypals”

• oral presentations of the information theyreceived

• visual projects developed on differencesand similarities between their owncustoms and those of [Target Language]culture

3. PLANNING FOR EVALUATION

AND ASSESSMENT

• Students worked in pairs to do thecooperative activity “think-pair-share”on the purposes and possible methods ofcorrespondence. During the whole classsharing that followed this activity, theteacher prompted discussion withquestions such as:- How many of you correspond regularly

in writing with others?- How many of you have correspondents

outside of this region?- What format options are available (e.g.,

mail, fax, e-mail)?- What formats do you most enjoy

sending? Receiving?

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• Students returned to their partners tocreate web charts/mind maps on posterpaper that showed the benefits of havingpenpals/keypals. These were postedaround the room to remind students of thepurpose of this unit.

• The teacher explained that students wouldbe selecting and corresponding withstudents from [Target Language] cultureusing the Internet.

• The teacher provided students with (or,subject to time and interest, had thestudents do a web search for) the threetypes of keypal exchanges. The classchose the individual student-to-individualstudent format.

• The teacher read a sample letter. In pairs,students brainstormed features that makecorrespondence worthwhile andinteresting. They collated ideas on aflipchart for classroom display. Theteacher helped students follow up bysuggesting simple ways to ensure qualityin their correspondence in [TargetLanguage], such as:- learning as much as you can about

where your keypal lives- practising vocabulary and a variety of

sentence frames for telling aboutyourself and asking questions aboutsomeone else

- learning how to describe in [TargetLanguage] the place where you live

- experimenting with ways of makingyour information interesting

• To help students become aware of the areain which their keypals lived, the teacherprovided a photocopied map and hadstudents colour the appropriate region.

• Using the Internet and other resources,students researched the assigned [TargetLanguage] culture to complete aninformation sheet provided by theteacher. Each group presented theirfindings to the class with any visualsupport they were able to print off theInternet. The completed informationsheets and visuals were posted on acentral bulletin board on a large mapof the [Target Language] world.

• Students read sample [Target Language]penpal/keypal letters and generated a listof useful vocabulary and languagestructures. They worked in pairs tofill in the blanks in letters where wordsand phrases had been omitted (clozeactivities). Multiple samples andphrasings helped students developvariety in their correspondence.

• Each student created a letter ofintroduction to a keypal that was firstsent to the teacher’s e-mail address.The letter contained elements from theinformation chart done earlier. Theteacher forwarded students’ letters to theappropriate teacher, school, or studentlistserv.

Think, Pair, Share

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• During the rest of that term/semester,students were given the opportunity tocheck their e-mail regularly and torespond to any messages received. Theteacher tracked the correspondence byproviding a correspondence log to becompleted by students.

• At the end of the term/semester, studentsintroduced their keypals to the class withmultimedia presentations that included allof the information they had learned abouttheir keypals’ culture as well as personaldescriptions of the students. Eachpresentation had an oral introduction, a

music background, pictures and objectsfrom the keypal’s country, photos of thekeypal, and samples of his or herfavourite foods. A few students chose todo PowerPoint presentations.


The teacher reviewed the learning outcomesfor these activities, then explained therequirements of each task to the students.The teacher and students decided thefollowing key criteria should bedemonstrated in the assigned tasks.

Climate

Population

Geography of Area

Favourite Pastimes

Typical Food

Typical Music

Popular Sports

Date From/To Sent/Rec’d General Message Idea General Message Idea(S/R) (S) (R)

Information Sheet

Correspondence Log

In [Target Language]country or region

In my country or region

C-37


Accessing Information on the InternetTo what extent does the student:• access a variety of electronic sources

(such as [Target Language] searchengines and web sites)

• download appropriate data fromthe Internet

Participation in Oral ActivitiesTo what extent does the student:• interact with the information through

questions, responses, and followinginstructions

• use [Target Language] to ask and respond toquestions from the teacher and otherstudents

• speak [Target Language] during class andgroup activities

• respond to and support others in their useof [Target Language]

Web Chart/Mind Map on theBenefits of Having a KeypalTo what extent does the student:• provide all required information• include relevant and interesting details• use appropriate vocabulary, spelled

correctly• show appropriate organization of

information

Information SheetTo what extent does the student:• provide all required information• include relevant and interesting details• use appropriate vocabulary, spelled

correctly• show appropriate organization of

information• reproduce [Target Language] words and

patterns in understandable form

Oral Presentation of the Information SheetTo what extent does the student:• present information clearly• include relevant or interesting details or

features• speak smoothly—most pauses occur at

the end of phrases or sentences• use a variety of vocabulary and language

structures appropriate to the subject

E-mail Letters to KeypalTo what extent does the student:• present clear, relevant, and appropriate

information• include interesting details or features• ask questions about or make comparisons

with local community• include information about personal tastes,

a description of the school, andcommunity customs

• ask questions about comparable customsor behaviour patterns

• use a variety of vocabulary and languagestructures

• use spelling and mechanics that do notinterfere with meaning

Oral and Multimedia PresentationTo what extent does the student:• convey an understandable message• include all required information• provide relevant and unusual details to

add interest• sustain the use of [Target Language]—

pauses do not impede communication• pronounce most words accurately or

approximately• self-correct as needed• use appropriate vocabulary and language

patterns correctly• include several types of media: music,

visual, electronic

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Accessing Information on the Internet


• accesses a variety of electronic sources(such as [Target Language] searchengines and web sites)

• downloads appropriate data from theInternet


STUDENT PERFORMANCE

The teacher used performance rating scales toevaluate students’ work on this unit. Studentswere given copies of the rating scales, anddiscussed them in English before working on

their assignments. Teachers and students usedthe scales to assess and provide feedback onthe posters, information sheets, informationpresentations, and e-mail letters. These scaleswere adapted and used throughout the year toassess visual, oral, and written work.

Participation in Oral Activities

Criteria Rating

• interacts with the information through questions,responses, and following instructions

• uses [Target Language] to ask and respond toquestions from the teacher and other students

• speaks [Target Language] during class andgroup activities

• responds to and supports others when they arespeaking [Target Language]

Date


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Web Chart/Mind Map on the Benefits of Keeping in Touch

Criteria Rating

• provides complete information


• uses appropriate vocabulary, spelled correctly



Information Sheet

Criteria Rating



• uses appropriate vocabulary, spelled correctly


• reproduces [Target Language] words and patterns in understandable form


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Oral Presentation of theInformation Sheet

Rating CommentsSelf Peer Teacher

• presents information clearly

• includes relevant or interestingdetails or features

• speaks smoothly—mostpauses occur at the end ofphrases or sentences

• uses a variety of vocabularyand language structuresappropriate to the subject

Overall Rating forOral Presentation


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E-mail Letters to Keypal

Rating Criteria

Outstanding5

Good4

Satisfactory3

MinimallyAcceptable

2

Not YetAcceptable

1

Goes beyond the requirements of the task to demonstrate extendedlearning or new applications. Offers clear, relevant, and appropriateinformation. Includes interesting details or features. Asks questionsabout or makes comparisons with local community. Includesinformation about personal tastes, school, and community customs.Asks questions about comparable customs or behaviour patterns. Usesa variety of vocabulary and language structures. Spelling andmechanics do not interfere with meaning.

Information is clear, relevant, accurate, and offers some details. Asksquestions and makes some comparisons with local community.Includes some information about personal tastes, school, andcommunity customs. Asks questions about keypal’s customs. Uses arange of useful vocabulary and structures, with some repetition. Mayinclude some structural errors, but these do not obscure meaning.

Writing is comprehensible but may be unclear in places, often becauseof problems with organization. Links between ideas may be weak orconfusing. Includes general information about school and everyday lifeand asks some questions. Vocabulary tends to be basic and concrete.May include errors in word choice, structures, or surface features, butthese do not seriously obscure meaning.

Attempts to ask questions and provide general information. Supportingdetails may be confusing, irrelevant, or inappropriate. Vocabularyand patterns tend to be basic and repetitive. Writing may beincomprehensible in places because of errors in word choice, wordorder, or sentence structure. May be very brief. The writing tends tobe repetitive and lacks a sense of general organization.

Information is unclear, incomplete, or inappropriate. May be very short.A large number of errors may make it impossible for the reader tounderstand the writer’s views.

Note: Communication of meaning is the most important consideration and should receive the greatestweighting in assigning a grade.

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Oral and Multimedia Presentation

Rating Criteria

Outstanding6

Strong5

Competent4

Developing3

Underdeveloped2

RequirementsNot Met

1

Goes beyond the requirements of the task to demonstrate extended learningor new applications. Takes risks with language, sometimes making errorswhen attempting to express complexities or subtleties. Information is clear,relevant, accurate, and logically organized. The presentation has oral, visual,and musical components that contribute to a full understanding of the keypal.A wide range of visual aids and oral explanations enriches the presentation.Errors in language use do not detract from meaning.

Information is clear, relevant, accurate, and detailed. The presentation hasoral, visual, and musical components, with visual aids and oral explanationsthat enrich the presentation. May include some repetition and structural errors,but these do not obscure meaning.

Information is clear, relevant, and accurate. Some detail is presented tosupport views, but links between ideas may be weak in places. Thepresentation has basic oral, visual, and musical components. Language andvisual components tend to be basic and concrete. May include errors in tenseor structure, but meaning is clear.

Information is relevant and accurate, but may be unclear in places. Somedetail is presented to support views, but links between ideas may be weak orconfusing. Presentation has few visual, oral, and musical components, whichdo not necessarily enrich the understanding of the keypal. Vocabulary andstructures tend to be basic and repetitive. May include errors in tense,structure, and occasionally, spelling (indicating that the student did not use adictionary or other resources to check his or her work), but these do notseriously affect meaning.

Attempts to address the topic. Some accurate information is presented, butsome of the supporting detail may be confusing, irrelevant, or inappropriate.Vocabulary tends to be basic and repetitive with little appropriate use of [TargetLanguage] idiom. Errors in tense, structure, and spelling may make it difficultfor the audience to understand the meaning in places. The presentation tendsto be choppy, repetitive, and lacks a sense of logical organization.

Information or message is unclear, incomplete, or inappropriate. May be veryshort. A large number of errors may make it impossible for the audience tounderstand the presenter’s view.


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GRADE 10

Topic: Friendship


CommunicatingIt is expected that students will:• communicate needs, desires, and

emotions, giving reasons• describe events and experiences• communicate in past, present, and future• participate in a variety of meaningful,

real-life situations

Acquiring InformationIt is expected that students will:• retrieve, process, and adapt information


• explain in detail acquired information inoral, visual, and written forms

Experiencing Creative WorksIt is expected that students will:• discuss and respond to authentic creative


Understanding Cultural InfluencesIt is expected that students will:• compare and contrast their own customs

to those of [Target Language] culture• identify language, expressions, and

behaviours that suit cultural context

2. OVERVIEW

The teacher developed a three-week unit onfriendship that included:• participating in oral activities• developing web charts on personality

traits• creating public service announcements• doing research on the Internet on

friendship items

• creating visual and personal responsesto a poem

• creating soap opera videos


AND EVALUATION

• The teacher distributed index cards to thestudents. Each student secretly recordedthe name (in large print) of a famousperson. The teacher gathered the cardsand randomly taped one on each student’sback.

• Students circulated around the roomattempting to figure out who they were byasking questions that elicited yes or noresponses only. When students haddetermined their identities, they sat downwith the cards in front of them.

• The teacher put the students in groupsand asked them to choose two of thefamous people from the ones collected intheir group. The teacher provided eachgroup with chart paper, markers, anddictionaries and asked the students tobrainstorm and web qualities andpersonality traits of the people on theirchosen cards. The charts were placedaround the room and students returnedto their seats to write entries in theirpersonal journals about which one ofthese famous people they would pickto be their friend and why.

• Students later shared their journal entriesin groups. Together they agreed on theessential qualities of friendship. Groupswere then asked to create 30-secondpublic service announcements for TV orradio with the theme of the importanceof friendship.

• The teacher presented a [TargetLanguage] poem on friendship takenfrom a magazine, book, or the Internet. Inpairs, using dictionaries, students derivedmeaning from the poem.

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• Each student created a personal responseto the poem using both written and visualformats (which included many forms,such as song, dance, art, Reader’sTheatre, and drama).

• For a final task, students worked togetherto create scenes inspired by real orimagined soap operas. The themes relatedto friendships and relationships. Studentsworked in groups to create storyboardsand scripts, scout locations, obtain propsand costumes, rehearse, and then filmtheir scenes. They showed theirvideotapes to the class at the end of theunit. Students were also given the optionof doing live presentations or computer-generated animations.


The teacher reviewed the learning outcomesfor these activities, explained the requirementsof each task, and discussed key criteria withstudents.

Participation in Oral ActivitiesTo what extent does the student:• follow instructions• use [Target Language] to ask and respond

to questions from other students• respond to and support others in

their use of [Target Language]• take risks, show interest, and persevere

Webbing Personality TraitsTo what extent does the student:• include relevant and interesting details• show appropriate organization of

information• communicate an understandable message

Public Service AnnouncementTo what extent does the student:• speak comprehensibly• accurately identify and describe the

qualities of friendship• take risks to include new or unfamiliar

language that enhances each description• correctly use the frames and vocabulary

provided• use gesture and expression to support

communication

Visual and Written Personal Responseto the PoemTo what extent does the student:Visual• demonstrate an understanding of the

content of the poem• include relevant and creative detail• show consideration for the audience (e.g.,

varied, eye-catching)• provide a comprehensible messageWritten• show appropriate organization of

information• demonstrate an understanding of the

content of the poem• use a range of appropriate vocabulary,

including new vocabulary from the poem,to support and enrich the message

Soap Opera VideoTo what extent does the student:• attempt to model a soap opera• use interesting language, details, or

humour to engage the audience• provide character development• use a range of appropriate vocabulary and

structures• interact effectively with expression and

show some spontaneity

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STUDENT PERFORMANCE

The teacher used performance rating scales toevaluate students’ work on this unit. Studentswere given copies of the rating scales, anddiscussed them in English before they beganworking on their assignments. Teachers and

Participation in Oral Activities

Criteria Rating

• follows instructions

• uses [Target Language] to ask and respond toquestions from other students

• responds to and supports others in theiruse of [Target Language]

• takes risks, shows interest, and perseveres

Date


students discussed and used the scales toassess and provide feedback on the publicservice announcements, poem responses, andsoap opera videos. These scales were adaptedand used throughout the year to assess visual,oral, and written work.

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Webbing Personality Traits

Rating Criteria

Outstanding4

Good3

Satisfactory2

RequirementsNot Met

1

Goes beyond the basic requirements to demonstrate additional learning.Web chart includes relevant and interesting details, shows appropriateorganization of information, and communicates an understandablemessage.

Complete and accurate. Includes relevant details, shows appropriateorganization of information, and communicates an understandablemessage. May include minor errors.

Basic. Includes required items. May omit some details.


Assessment* Teacher Rating

• speaks comprehensibly

• accurately identifies anddescribes the qualities offriendship

• takes risks to include new orunfamiliar language thatenhances each description

• correctly uses the frames andvocabulary provided

• uses gesture and expressionto support communication

Public Service Announcement

Self Peer Group Group Group Group

A B C D

Criteria

Group Group Group Group A B C D

* Students who worked together collaborated to assign self-ratings.


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Visual and Written Personal Response to the Poem

Rating CommentsSelf Peer Teacher

Criteria: Visual Response

• demonstrates an understandingof the content of the poem

• includes relevant and creativedetail

• shows consideration for theaudience (e.g., varied, eye-catching)

• provides a comprehensiblemessage

Criteria: Written Response

• shows appropriate organizationof information

• demonstrates an understandingof the content of the poem

• uses a range of appropriatevocabulary, including newvocabulary from the poem, tosupport and enrich the message

Overall Rating forVisual Response

Overall Rating forWritten Response


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Includes all components of the project. Strong attempt to engagethe audience through use of interesting dialogue, characterdevelopment, detail, costumes, props, and possibly humour. Uses awide range of expressions and vocabulary with limited repetition.Creatively attempts to model a soap opera, with a sense of pacingand flow in the dialogue. May include minor errors in usage orpronunciation, but these do not detract from message.

Includes components of the project. Attempts to engage theaudience through dialogue, some character development, detail,costumes, props, and possibly humour. Uses a range ofexpressions and vocabulary with some repetition. Attempts tomodel a soap opera. May include errors in pronunciation, butmessage is still clearly communicated.

Meets requirements. Video lacks creativity; is without costumes,props, and character development. Major components of video areappropriate, but lack supporting detail or attempt to engageaudience. Uses a limited range of expressions or vocabulary withrepetition. Message is comprehensible, but errors may require moreeffort for audience to comprehend.

Meets some requirements. Design of video impedes understanding.Includes most required information, but may be very brief, with littledetail. In most cases, shows little awareness of audience—oftenlittle sense of communication. Soap opera format is not evident.May rely on simple, basic vocabulary and repeat the samestructures. Errors interfere with communication.

Does not meet requirements. May be incomprehensible,inappropriate, or incomplete.

Soap Opera Video

Outstanding5

Strong4

Satisfactory3

NeedsImprovement

2

NotDemonstrated

1

Rating Criteria

C-49


GRADE 11

Topic: Contemporary Issues


CommunicatingIt is expected that students will:• exchange opinions on topics of interest• describe or narrate events, situations, or

experiences• use a range of vocabulary and

expressions in past, present, and future• interact in a variety of meaningful, real-

life situations

Acquiring InformationIt is expected that students will:• retrieve, research, and use relevant


• summarize acquired information in oral,visual, and written forms

Experiencing Creative WorksIt is expected that students will:• compare, contrast, and respond to

authentic creative works from [TargetLanguage] culture

Understanding Cultural InfluencesIt is expected that students will:• identify contemporary issues in [Target

Language] culture• demonstrate an understanding of

similarities and differences between theirown culture and that of [TargetLanguage]

• identify and compare language,expressions, and behaviours that reflectcultural context

2. OVERVIEW

This unit was designed to give each studentthe opportunity to explore, in depth, a currentsocial, political, or economic issue importantto the [Target Language] world. Issuesranged from international trade policies tochild poverty. All work was completed in[Target Language]. Evaluation was based on:• group oral presentations• scrapbooks or journals containing

information about the issues presented• individual creative works


AND EVALUATION

• The teacher introduced the unit byshowing the class a brief clip from adocumentary video about child povertyin the [Target Language] country orregion. Each student was asked to makethree personal comments related to thefilm, and to share these with two otherstudents. The teacher facilitated an openclass discussion about other issues in the[Target Language] world that studentswere aware of.

• The class developed a list of vocabularyand language structures that were useful intalking about current events and issues. Theteacher added to the list and modelled waysof using some of the phrases and structuresto talk about social issues.

• Students formed small groups. The teacherprovided a variety of current [TargetLanguage] resources (magazines,newspapers, taped news broadcasts, newsvideo clips) and asked the groups to identifyall the current issues they could find thatrelated to the [Target Language] world.

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As the groups shared their lists, the teachercreated a chart of the topics they suggested,including:- environmental issues- the economy- immigration- political issues- child poverty

• Students conducted a Media Watch forone week. They listened to newscasts,read news magazines and otherperiodicals, read newspapers (local andon the Internet), and watched forreferences to any of the topics mentionedin class. Most of the Media Watch wasconducted in English; however, studentsalso consulted [Target Language] newsresources provided by the teacher.Students recorded their observations in[Target Language] on sheets prepared bythe teacher. Each sheet included the date,source, topic, and general editorial tone,as well as two or three key points.

• Students formed groups of three. Eachgroup chose an issue from the MediaWatch to explore in depth. They gatheredcurrent information through a variety ofauthentic [Target Language] resources,including:- periodicals- newspapers, television- web sites- people and organizations from the

country or region in question- art, music, and literatureStudents recorded the information inMedia Watch booklets and met frequentlywith their groups to check on theirprogress and talk about what they werelearning. The teacher provided assistanceand feedback throughout the activity.

• Each group used what it had learned toprepare an oral presentation about theissue. The teacher encouraged groups tochoose a variety of formats for theirpresentations, and the class brainstormeda list of possibilities:- panel discussion- debate- talk show (taking on roles of different

people interested in the issue)- case study- dramatization- video documentary- simulation of an actual situation- radio or television news broadcast or

news magazine- simulated interviews with key

individuals• The class established general

requirements and criteria for thepresentations, and the teacher developedand distributed a rating scale. Each groupwas also responsible for collecting peerevaluations of its presentation andsummarizing these as part of a final self-assessment of the project.

• As students listened to each presentation,they recorded key points and added theseto a personal scrapbook or journal. Theteacher encouraged students to includeany other articles, creative works, orreflections in their books. In thescrapbook or journal, each student alsoprepared a one-page synopsis of the issuethat his or her group had studied andpresented.

• At the end of the unit, the teacherprovided models and reviewed usefulvocabulary and structures. Students wereasked to develop a creative work (e.g.,song, poem, video clip, cartoon, story) inresponse to one of the issues that hadtouched them.

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The teacher reviewed the expectations foreach task and discussed the following criteriawith students. The teacher emphasized that inall assignments, the most important featurewould be students’ ability to communicatemeaning.

Group Oral PresentationTo what extent does the student:• take a clear position (point of view)• provide thorough and detailed

information; include specific examples tohelp develop understanding of point ofview

• respond to questions with appropriateinformation

• give a relatively smooth presentation(pauses do not interfere withcomprehension)

• use intonation, body language, andvisuals and props to support meaning

• use a variety of vocabulary, idiom, andlanguage structures

Scrapbook or JournalTo what extent does the student:• write clearly and in an understandable

manner• present information logically• include accurate and relevant information• include key aspects of the topic• present a clear position or point of view

(regarding own topic)• offer reasons, examples, and details to

support views• include the following required elements:

- key points recorded from eachpresentation

- one-page written synopsis of the issue(own presentation)

- self-evaluation of contributions andparticipation in the unit

- bibliography that indicates use of avariety of appropriate [TargetLanguage] resources

Individual Creative WorkTo what extent does the student:• convey the central theme or message• offer a personal response or view about

the issue• include oral, written, or visual details,

reasons, and/or examples to supportresponse

• draw on elements of [Target Language]creative works

• use language and/or visual images in anevocative way


STUDENT PERFORMANCE

The teacher used performance rating scales toevaluate students’ work on this unit. Studentswere given copies of the rating scales anddiscussed them before they began working ontheir assignments. For the grouppresentations, each student in the groupreceived the same rating, except in unusualcircumstances.

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Peer Evaluation of Group Oral Presentation

Name: _______________________________________ Date: ________________________________

Give a mark out of 3 on each of the following:

A. takes a clear position (point of view)B. provides thorough and detailed information; includes specific examples to help

develop understanding of point of viewC. responds to questions with appropriate informationD. gives a relatively smooth presentation (pauses do not interfere with comprehension)E. uses intonation, body language, and visuals to support meaningF. uses a variety of vocabulary, idiom, and language structures

Group A B C D E F Total/18Ideas Information Response Presentation Meaning Language

Rating Scale:3 - Excellent2 - Good1 - Weak

Comments

The most interesting part of this presentation was:

What I would do differently:

My suggestion(s) to the presenters:

What I learned:

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Scrapbook or Journal

Required Elements: Rating Weight Comments

Evaluation Criteria:

• clearly written and easily understood• organized logically• includes accurate and relevant information• complete; includes key aspects of the topic• presents a clear position or point of view (regarding own topic only)• offers reasons, examples, and details to support views (own topic and self-evaluation only)

• key points recorded

- presentation #1 1

- presentation #2 1

- presentation #3 1

- presentation #4 1

- presentation #5 1

- presentation #6 1

- presentation #7 1

• one-page written synopsis of the 4issue (own presentation)

• self-evaluation of contributions 2and participation in the unit

• bibliography that indicates use of 2a variety of appropriate Spanish-language resources

Key: 5—Criteria met at an excellent level.4—Criteria met at a very good level.3—Most criteria met at a satisfactory level.2—Some criteria met at a satisfactory level.1—Few criteria met at a satisfactory level.

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Rating Criteria

Individual Creative Works

Excellent5

Good4

Satisfactory3

Needs Improvement2

RequirementsNot Met

1

Conveys the central theme or message and offers a personal response orview that engages audience (reader, viewer, or listener) in a powerful way.Uses language or images evocatively. May take risks to create an unusualor complex work. Draws effectively on elements of [Target Language]creative works.

Conveys a central idea or theme that reflects a personal response tothe issue. Language, images, details, and/or examples add to the effect.Uses some elements of [Target Language] creative works.

Conveys a relevant idea or theme. Tends to focus on a literalinterpretation. Language, images, details, and/or examples may besomewhat repetitive and trite. Tries to draw on elements of [TargetLanguage] creative works.

Attempts to address an issue, but focus is unclear. Tends to be vague.Images, details, or examples may be confusing or inappropriate. Errorsin language may obscure meaning. Little or no attempt to draw onelements of [Target Language] creative works. May be very short.

Incomplete, inappropriate, or unintelligible.

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GRADE 12

Topic: Legend, Folk Tale, orTraditional Story


CommunicatingIt is expected that students will:• exchange ideas, thoughts, and points of

view, giving reasons and reactions• describe, narrate, and analyse events,

situations, or experiences• use a wide range of vocabulary,

complexity of expression, and idiom inpast, present, and future

• interact spontaneously in a variety ofmeaningful, real-life situations

Acquiring InformationIt is expected that students will:• retrieve, research, and analyse


• synthesize acquired information in oral,visual, and written forms

Experiencing Creative WorksIt is expected that students will:• analyse and respond to authentic creative


Understanding Cultural InfluencesIt is expected that students will:• analyse and discuss how culture affects

behaviour and attitude

2. OVERVIEW

The teacher developed a three-week unitfor Grade 12 students on a [Target Language]legend, folk tale, or traditional story. Studentsread, analysed, and presented information onthis story. The teacher used performancerating scales to evaluate students’ reading

comprehension, written work, and oralpresentations.


AND EVALUATION

• Students explored common attributesof legends, folk and fairy tales, andtraditional stories (e.g., hero/villainarchetypes). The ensuing “think-pair-share” (see sample on page C-35) classdiscussion included the importance ofstories in a culture. Students took noteswhich they later used in individual andgroup assignments.

• In pairs, students created word-web/mindmaps based around picture-prompts theteacher supplied from the story theywould be studying. These word-webscontained students’ predictions about thecharacters and plot of the story. Theyshared their word-webs and predictionswith another pair.

• The teacher played a cassette recording ofthe story, omitting the ending. Studentslistened while reading a copy of the story.

• Before they heard the end of the story,students discussed possible endings.These were listed and later comparedwith the real ending. (Stronger studentswere challenged to write new endings tohand in.)

• After hearing the story, the classdetermined which, if any, commonattributes this story shared with theirword web/mind maps and predictions.Also, they analysed language elementsand conventions such as Once upon atime....

• Students completed three comprehensionactivities:- They created a crossword based on

vocabulary, characters, or plot andexchanged it with their partners (oranother class).

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- They completed a character chart asthey read the story on their own.

- They received a list of key events fromthe story and rearranged the events intocorrect chronological order.

• Based on notes and discussions, studentscreated a character card for each of thecentral characters. (These cardsresembled hockey cards.)

• Students then each chose a character fromthe tale and created a character box toshow their in-depth understanding of thecharacter. Each student selected acontainer and eight items that werereflective of the character. Students alsochose quotes from the story to supporttheir choice of items. For example, in onebox, the student included items such as aminiature paddle, birch bark, and a scroll.Students gave oral presentations of theircharacter boxes, answering questionsasked by the class.

• In pairs or small groups, students createdposters or web sites promoting imaginaryfilm versions of this story. Each poster orweb site contained two to three critiques,a summary of the plot, a list of actors androles, the director’s name, the title, and animage of the key element of the story.

• Students completed a jigsaw activitywhich compared the story to four otherstories from [Target Language] culture(predetermined by the teacher). In theirhome groups, each student received one

of four stories and a series of questions.They then moved into expert groups,where each group member had the samestory. The members in each expert groupread the story and answered the questionstogether. They then returned to theirhome groups and shared their learning.

Character Chart

Names of Physical Appearance Character Importance inCharacters the Story

Name

Age

Role in the story

Physical description

Character traits

A quotation that reveals somethingabout the character

Character Card (Sample)

Picture

••••

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Questions included:- Was there a hero/villain in your story?- If yes, how did the hero/villain compare

with the one in the story we read by theentire class?

- In what country/region did the storytake place? What cultural references didyou notice?

- What message or lesson does the storywant to provide?

• In pairs, students completed research forreports on legends, folk tales, or traditionalstories from the [Target Language] world(not covered in the jigsaw activity). Theirreports analysed elements examinedpreviously. During class presentation ofthe research reports, presenters answeredspontaneous questions from the audience.

• In groups, students decided on creativeways of presenting the stories, stayingtrue to the original texts. They were giventhe choice of performing a dramaticperformance, creating and reading alarge-size storybook, or presenting aPowerPoint story board. During their in-class rehearsals, students evaluated theirpeers, using the Peer Evaluation Sheet.


The teacher reviewed the expectations foreach task and discussed the following criteriawith students. The teacher emphasized that inall assignments, the most important featurewould be students’ ability to communicatemeaning.

Word-web/Mind MapTo what extent does the student:• predict the characters in the story• predict the plot of the story• include relevant and interesting details• show appropriate organization of

information• spell key words and phrases correctly

Comprehension ActivitiesTo what extent does the student:• include all required information• provide relevant detail• show appropriate organization of

information• use appropriate vocabulary, spelled

correctly

ReceiveInfo

3 2

1 4

1 3

4 2

2 4

1 3

4 3

1 2

DiscussQuestions

1 1

1 1

2 2

2 2

3 3

3 3

4 4

4 4

ShareInfo

3 2

1 4

1 3

4 2

2 4

1 3

4 3

1 2

Home group Expert group Home group

Jigsaw Activity

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Character CardTo what extent does the student:• create an individual character card for

each central character• complete the personal information

required for each central character• create a visual resemblance of the chosen

character• include relevant and creative details• provide consideration for the audience

(e.g., varied, eye-catching)• spell key words and phrases correctly

Character BoxTo what extent does the student:• create a character box that reflects the

character• include eight items representing key

aspects of the character• quote from the story to support choice

of items• explain how the objects relate to the

character• include relevant and creative details• provide consideration for the audience

(e.g., varied, eye-catching)• use a wide range of useful vocabulary and

appropriate idioms• present expressively with some

spontaneity

Poster or Web SiteTo what extent does the student:• provide all required information• include relevant and interesting details

with appropriate organization• show consideration for audience (e.g.,

eye-catching, easy to understand)• use appropriate and accurate patterns and

frames to include known vocabulary andlanguage structures

• show understanding of the story’s plot,characterization, and theme

Prepared Oral Interactions and DiscussionsTo what extent does the student:• Meaning

- provide clear, relevant, accurate, anddetailed information

- include appropriate research supportor attribution

- present credible reasons andexplanations for views presented

• Language- support message with a wide range of

vocabulary and idiom- use appropriate tense and structure

• Interaction- use strategies to maintain interaction

and avoid communication breakdown(e.g., self-corrects, rephrases in [TargetLanguage], adapts known structures tonew situations)

- communicate fluidly—pauses are briefand do not interfere with meaning

Written ResearchTo what extent does the student:• Meaning

- provide clear, relevant, accurate, anddetailed information

- include appropriate research support orattribution

- present credible reasons andexplanations for views presented

• Language- support message with a wide range of

vocabulary and idiom- make only minor errors in tense or

structure, which do not reduceeffectiveness

• Organization- organize ideas clearly and logically to

enhance message- use clear and appropriate transitions

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Creative PresentationTo what extent does the student:• include all the elements of the story• show evidence of creativity• create an engaging and interesting

presentation• provide a clear message


STUDENT PERFORMANCE

The teacher used performance rating scales toevaluate students’ work on this unit. Studentswere given copies of the rating scales anddiscussed them before they began working ontheir assignments. Comprehension-typeactivities in this unit were marked forcompletion only. The teacher marked fourassignments for each student.

Word-Web/Mind Map

Criteria Rating

• predicts the characters in the story

• predicts the plot of the story


• shows appropriate organization ofinformation

• spells key words and phrases correctly


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Character Card

Criteria Rating

• creates an individual character card foreach central character

• completes the personal informationrequired for each central character

• creates a visual resemblance of the chosencharacter

• includes relevant and creative details

• provides consideration for the audience(e.g., varied, eye-catching)

• spells key words and phrases correctly

Comprehension Activities

Criteria Rating

• includes all required information

• provides relevant detail


• uses appropriate vocabulary, spelledcorrectly



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Character Box

Criteria Rating

• creates a character box that reflects thecharacter

• includes eight items representing keyaspects of the character

• quotes from the story to support choice ofitems

• explains how the objects relate to thecharacter

• includes relevant and creative details

• provides consideration for the audience(e.g., varied, eye-catching)

• uses a wide range of useful vocabulary andappropriate idioms

• presents expressively with somespontaneity


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Poster or Web Site

Rating Criteria

Outstanding5

Well-developed4

Satisfactory3

Needs Improvement2

RequirementsNot Met

1

Detailed, insightful, and creative. Engages audience through use ofimages, font, and interesting detail. Focuses on appeal to audience. Plotdescriptions of imaginary film and critiques are fully developed using awide range of appropriate vocabulary and language structures. Offersdetailed and compelling analyses.

Complete and accurate. Attempts to include a range of creative detailsto engage audience. Offers a comprehensible, accurate description of plotusing a range of expressions and structures. Communicates messageclearly.

Meets requirements. Design lacks creativity. Major components of posteror web site are appropriate, but may offer few supporting details orattempts to engage audience. Lacks accuracy in plot and critiquedescription. Message is comprehensible, but may take effort on partof audience. Errors may detract from understanding.

Meets some requirements. Design detracts from the information. Includesmost required information, but may be very brief, with little detail. In mostcases, shows little awareness of audience—often little sense ofcommunication. Understanding of plot is weak. Relies on simple, basicvocabulary and structures with frequent repetition. Errors may interferewith communication.

Does not meet requirements. May be incomprehensible, inappropriate, orincomplete.


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Research Notes

Criteria Rating

• written entirely in understandable[Target Language]

• clearly organized

• reflects effective research (includingat least two [Target Language] libraryor electronic resources)

• includes relevant, detailed, andaccurate information

3 2 1 3 2 1

Self Teacher

3 2 1 3 2 1

3 2 1 3 2 1

3 2 1 3 2 1

Key: 3 – Good2 – Satisfactory1 – Needs improvement

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Written Report

Rating Criteria

Outstanding6

Strong5

Competent4

Developing3

Underdeveloped2

RequirementsNot Met

1

Goes beyond the requirements of the task to demonstrate extended learningor new applications. Takes risks with language, sometimes making errorswhen attempting to express complexities or subtleties. Information is clear,relevant, accurate, and logically organized. Includes credible reasons andexplanations. Wide range of vocabulary and idiom supports message andenriches expression. Errors in language use do not detract from meaning.

Information is clear, relevant, accurate, and detailed. Includes crediblereasons and explanations to support views. Uses a range of usefulvocabulary, idiom, and structures, with some repetition. May include somestructural and tense errors, but these do not obscure meaning.

Information is clear, relevant, and accurate. Presents some detail to supportviews, but links between ideas may be weak in places. Structures tend to berepetitive, and there are few transition words, resulting in a lack of flow.Vocabulary and idiom tend to be basic and concrete. May include errors intense or structure, but meaning is clear.

Information is relevant and accurate, but may be unclear in places. Presentssome detail to support views, but links between ideas may be weak orconfusing. May misuse or omit transition words. Vocabulary and structurestend to be basic and repetitive. May include errors in tense, structure, andoccasionally, in spelling (indicating the student did not use a dictionary orother resources to check his or her work), but these do not seriously affectmeaning.

Attempts to address the topic. Presents some accurate information, but someof the supporting detail may be confusing, irrelevant, or inappropriate.Vocabulary tends to be basic and repetitive with little appropriate use of[Target Language] idiom. Errors in tense, structure, and spelling may make itdifficult for the reader to understand the meaning in places. Transition wordsmay be omitted or misused. The writing tends to be choppy, repetitive, andlacks a sense of logical organization.

Information or message is unclear, incomplete, or inappropriate. May be veryshort. A large number of errors may make it impossible for the reader tounderstand the writer’s view.


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Creative Presentation

Peer Evaluation Sheet

Name:

Date:

Name of Presenters:

Excellent Good Weak

All the elements are included. 3 2 1

Creativity is evident. 3 2 1

Presentation is appropriate and interesting. 3 2 1

Message is clear. 3 2 1

Total: /12

Comments:

The most interesting part of this presentation was:____________________________________

___________________________________________________________________________

What I would do differently: ______________________________________________________

___________________________________________________________________________

Suggestion(s) for the presenters: _________________________________________________

___________________________________________________________________________

What I learned: _______________________________________________________________

___________________________________________________________________________

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Prepared Oral Interactions and Discussions

Rating Criteria

Outstanding6

Strong5

Competent4

Developing3

Underdeveloped2

RequirementsNot Met

1

Information or message is clear, complete, and appropriate to topic.Interaction is effective, expressive, and shows some spontaneity; mayinclude some short pauses. Wide range of useful vocabulary andappropriate idioms. May include errors in tense and structure, but thesedo not reduce the effectiveness of the information.

Information or message is generally clear and easy to understand.Interaction is sustained and expressive, but may be hesitant. Somevariety in vocabulary; may include some errors in idiom. May includestructural and tense errors, but these do not obscure the message.

Information or message is appropriate to topic. Interaction is sustainedbut may be hesitant with frequent short pauses; some expression.Appropriate, basic vocabulary; may include errors in idiom. May includeerrors in tense and structure which weaken but do not interfere withthe message.

Information or message is appropriate to topic, but may be unclear inparts. Interaction is hesitant, with long pauses; some expression.Vocabulary tends to be basic and repetitive, with little appropriate use of[Target Language] idiom. Errors in tense and structure interfere with themessage.

Some parts of the information or message are unclear and may beinappropriate. Interaction is stilted, with little or no expression, andextremely hesitant, with very long pauses. Vocabulary is minimal andrepetitive, with little appropriate use of [Target Language] idiom. Errors intense and structure undermine the message.

Information or message is unclear, incomplete, or inappropriate. Nointeraction or flow of language.


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INTRODUCTORY 11

Topic: Memories


CommunicatingIt is expected that students will:• ask for information, permission, and

clarification and respond accordingly• describe and exchange information about

activities, people, places, and things• communicate in past, present, and future• participate in a variety of meaningful,

real-life situations• derive meaning in new language

situations

Acquiring InformationIt is expected that students will:• explain acquired information in oral,

visual, and simple written forms• extract, retrieve, and process information

from [Target Language] to completemeaningful tasks

2. OVERVIEW

The teacher developed a series of activitiesover a two-week period in which studentsshared memories from different times in theirlives, real or fictional, as well as somethingstudents would like to accomplish in thefuture. The teacher used performance ratingscales to evaluate students’ readingcomprehension, oral presentations,spontaneous oral responses, and writtenwork.


AND EVALUATION

• The teacher introduced the unit byshowing the class a number of objectsand photos that represented events andrelationships in the teacher’s own life.The teacher described each object, alongwith the memories it evoked. During thisactivity, the teacher modelled a variety ofvocabulary and patterns that could beused to describe past events.

• The teacher explained that students wouldalso be sharing some of their memorieswith the class, using objects and photos toaccompany their presentations. Studentswere given the choice of whether theywanted to present actual events andmemories from their lives or to inventfictional material.

• The class brainstormed a list of somesignificant moments they had experienced,for example:- learning to ride a bike- moving- first day of school- best day at school- a favourite holiday- a special gift- an important family relationship- getting a driver’s licence

• The teacher provided students with ashort article to read about a well-known[Target Language] person. The articledescribed the person’s childhood andmade connections to the person’saccomplishments as an adult.

• The class discussed the information in thearticle and identified key vocabulary andstructures used to describe pastexperiences.

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• In small groups, students created lists ofuseful language for describing past andfuture experiences. They brainstormedwords and phrases they had previouslylearned, looked through magazines andother written material, and used theirdictionaries. The teacher compiled thelists from each group into a class chart.

• In [Target Language], each studentprepared a list of ten significant momentsor memories (real or invented) that he orshe could comfortably share with theclass. Students consulted classmates, theteacher, and other resources forvocabulary as they worked. For eachevent or memory, they recorded briefdescriptions that included what happened,who was involved, and when it occurred.Students gave their lists to the teacher,who used the information to create a“people search” chart. Students theninterviewed their classmates (in TargetLanguage) to fill out the chart withinformation such as the following:Are you the person who...- went on a vacation to Hawaii?- has a new sister-in-law?- got a car for your birthday?

• The teacher circulated, observing studentsand offering assistance and feedbackabout their oral use of language.

• The teacher repeated the activity,focusing on future plans. These could bereal plans or fictional (e.g., I want to ridein a hot-air balloon, I plan to be a lion-tamer in the circus).

• The teacher asked each student to preparea short oral presentation describing threefavourite memories and one of theirfuture plans. The presentation also had toinclude an object or photo for eachmemory or future plan. The teacherreminded students that they could presentreal or fictitious information.

• The class discussed criteria for thepresentations and expanded on the list ofuseful vocabulary and structures.

• Students practised their presentationswith partners, who provided feedback andsupport. They also practised asking andresponding to questions.

• Students then took turns presenting theirpast and future memories to the class. Atthe end of each presentation, classmateswere encouraged to ask questions. Theteacher provided a recording form thatstudents completed using informationfrom the presentations. Informationincluded:- the name of the presenter- the three memories described- the one future plan- description of the objects or photosStudents also recorded the questions theyasked during the presentation.

• Students were asked to select theirfavourite memory or future plan andeither write a short paragraph about it,draw a cartoon with captions, or write asong or poem.


The teacher reviewed the expectations foreach task and discussed the following criteriawith students. The teacher explained that inall assignments, the most important featurewould be students’ ability to communicatemeaning.

Oral PresentationTo what extent does the student:• do their presentation entirely in

understandable [Target Language]• provide relevant information and

examples for three memories and onefuture plan

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• sustain use of [Target Language]—maypause or hesitate frequently, but pausesdo not impede communication

• pronounce most words accurately orapproximately and attempt to modelcorrect intonation

• self-correct as needed (e.g., restarting,repeating a word or phrase)

• use appropriate verb tenses and languagestructures to differentiate among past,present, and future time

• attempt to engage the audience byincluding interesting or humorous detailsor by using new or unfamiliar language

Listening RecordTo what extent does the student:• include all required information• include at least three appropriate

questions

Creative Response to MemoriesTo what extent does the student:• include relevant and creative detail• show consideration for the audience

(e.g., varied, eye-catching)• provide a comprehensible message• show appropriate organization of

information• attempt to engage the reader• use a range of appropriate vocabulary,

including new vocabulary to support andenrich the message


STUDENT PERFORMANCE

The teacher used performance rating scales toevaluate students’ work on this unit. Studentswere given copies of the rating scales anddiscussed them before they began working ontheir assignments.

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Memories Oral Presentation


• is comprehensible (the presentationmakes sense and is easy to follow)

• provides relevant information andexamples for three memories and onefuture plan

• sustains use of [Target Language]—maypause or hesitate frequently, but pausesdo not impede communication

• pronounces most words accurately orapproximately and attempts to modelcorrect intonation

• self-corrects as needed (e.g., restarting,repeating a word or phrase)

• uses appropriate verb tenses andlanguage structures to differentiate amongpast, present, and future time

• attempts to engage the audience byincluding interesting or humorous detailsor by using new or unfamiliar language

Overall Rating


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Listening Record

Rating Criteria

Strong4

Satisfactory3

Partial2

Weak1

All required information is recorded clearly and accurately.

Most required information is recorded clearly and accurately.

Some accurate information is recorded for at least two memories; may bevague or hard to follow in places.

Some accurate information is recorded; may be somewhat confusing.

Questions Asked During Presentations

Strong4

Satisfactory3

Partial2

Weak1

All three questions are clear, logical, and appropriate (i.e., call forclarification or elaboration of information not previously presented).

Two questions are clear, logical, and appropriate.

At least two questions are understandable and appropriate.

Attempts to ask at least one question. Unclear; may be irrelevant orillogical.

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Visual or Written Creative Response to Memories

Criteria: Visual Response

• includes relevant and creative detail

• shows consideration for the audience(e.g., varied, eye-catching)

• provides a comprehensible message

Criteria: Written Response


• attempts to engage reader

• uses a range of appropriate vocabulary,including new vocabulary, to supportand enrich the message

Overall Rating forVisual Response

Overall Rating forWritten Response



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Generic Assessment Tools

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STUDENT JOURNALS

Assessment of student performance may alsobe supported through the use of journals.Student journals are powerful tools forencouraging students to reflect on theirexperiences. Journals may be quite structured,or they may be general reviews of the eventsof the week in the [Target Language] class.Entries may comment on specific activities orprovide broad reflections on progress orissues.

A journal is an important method ofcommunication between student and teacher.Students may ask questions, indicatesuccesses, or identify areas where theyneed further assistance to develop skills.

Teachers can respond to student journals inletters, with short comments in the journal, orverbally to students.

Prompts for Daily Journal Reflections

Today we talked/learned/participated in .

I tried to:

I asked:

I found out:

I wish I had:

One question I'm taking away to think more about is:

The steps I took to participate effectively were:

The problems I encountered were:

To solve these problems I:

The resources and people I used to help were:

Reflection Activity/Project

Student name: Date:

Activity/Project Title

Activity/Project description

The most surprising aspect of this activity/projectfor me was:

I would like to find out more about:

If I were to do this activity/project again I would:

I could help a student who is doing a similar activity/project by:

The biggest problem I had was:

I solved this problem by:

What I enjoyed most about this activity/project was:

STUDENT/TEACHER INTERVIEWS

Interviews can provide valuable informationabout the understanding, thoughts, andfeelings of students about [Target Language].Interviews may give students opportunities toreflect on the unit of study and the teacher achance to gather information about students’knowledge and attitudes, as well as diagnosestudent needs. An interview may take theform of a planned sequence of questionswhich lead to open-ended discussions, orrequire independent completion of specificquestions. Informal interviews between theteacher and students should take place on aregular basis throughout instruction.

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Questions Teacher’s Notes

• How do you feel about your participationin this activity?

• What do you think about __________?

• How does your group feel about you?

• Did you have any new thoughts when___________?

• How did you go about __________?

• Tell me another way of doing ______?

• What would happen if _________?

• Why did you _________?

• What did or did not work?

• Tell me what you learned from _______.

• What else would you like to know?

• Is there anything you would like tochange?

• How well do you think you’ve done?

• Tell me how or where you might use_________?

• What communication skills did you teachor learn?

Student/Teacher Interviews

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This form to be translated into [Target Language] for use with students with more advancedlanguage skills.

Peer Assessment Sheet for Students

Name: ___________________________________________________________________

Presenter: ________________________________________________________________

The most enjoyable part of this presentation was: _________________________________

________________________________________________________________________

________________________________________________________________________

The part I would do differently is: _____________________________________________

________________________________________________________________________

________________________________________________________________________

One suggestion I have for the presenter is:_______________________________________

________________________________________________________________________

________________________________________________________________________

One thing I learned in [Target Language] that I could use in another situation is: ________

________________________________________________________________________

________________________________________________________________________

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Student Name: _____________________________ Block: ___________________________

Course: ___________ Class/block: _____________ Date: ___________________________

Skill/Concept: ________________________________________________________________

Names of Students

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.

CHECKLISTS

Checklists allow the teacher to observe theentire class “at a glance.” They provide quickreference sheets that can identify specificinformation regarding student attitudes,knowledge, or skills. Checklists allow theteacher to create individual record-keepingsystems, such as by date, level of skill

proficiency, or use of a simple checkmarkidentifying a yes or no. Checklists can beuseful in developing learning profiles thatindicate growth over time. Checklists may becreated to gather information about studentco-operation, participation, attitude,leadership, or skill development.

Group Observation Form

Criteria to be observed

Good4

Satisfactory3

Improving2

ExperiencingDifficulty - 1

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Participation Profile

Class/Block: _______________________________ Date:_____________________

Activity(ies): _____________________________________________________________

Student Names

Effort on task

Encourages othersto participate

Enjoys participating

Participates willingly

Participates whenencouraged

Reluctant to participate

APPENDIX DAcknowledgements

D-3

APPENDIX D: ACKNOWLEDGEMENTS

Many people contributed their expertise to this document. The project co-ordinator was RobinRasmussen of the Ministry of Education, Skills and Training, working with ministry personneland our partners in education. We would like to thank all who participated in this process.

THE LANGUAGES TEMPLATE 5 TO 12 DEVELOPMENT PACKAGE WRITING TEAM

Lee GundersonUniversity of British Columbia(Language Education Department)

June HunterMinistry of Education, Skills and Training(French Programs Branch)

Gwyneth KinghamSchool District No. 65 (Cowichan)

Dinah LewisUniversity of British Columbia(Language Education Department)

Friedl OelschlagelSchool District No. 22 (Vernon)

Doris Sandri-WelshSchool District No. 39 (Vancouver)

Daisy Sewid-Smith(Kwakwaka’wakw)School District No. 72 (Campbell River)

John BraceyBritish Columbia Confederation of ParentAdvisory Councils

Patricia DuffFaculties of Education, BC Universities

Barbara GauthierBC Principals’ andVice-Principals’ Association

Keith GrayBusiness Council of British Columbia

THE INTERNATIONAL LANGUAGES OVERVIEW TEAM

Jörg RocheBC Universities

Marisa RomillyBC Heritage Language Association

Gerald ScholefieldBritish Columbia SchoolSuperintendents’ Association